ii  MrrvT' 

Jrf  AYEN 


-Ow 


•HHHi 

\  r 


THE  LIBRARY 


OF 


THE 


UNIVERSITY 
CALIFORNIA 
LOS  ANGELES 


OF 


HAVEN'S 


PRACTICAL  PHONOGRAPHY. 


COMPLETE  IN  ONE  VOLUME 

AND 

ADAPTED  TO  SELF-INSTRUCTION  AND  THE  USE  OP 
SCHOOLS  AND  COLLEGES. 


THE  ONLY  TREATISE  ON  THE  ART  EMBRACING  THE  SECRETS  OF 
THE  PROFESSION,  TOGETHER  WITH  ALL  NEW  DIS- 
COVERIES OF  VALUE  UP  TO  DATE 
OF  PUBLICATION. 


CURTIS  HAVEN, 


PKINCIPAL   OP    PHILADELPHIA   COLLEGE   OF    PRACTICAL   PHONOGRAPHY;    EDITOR   OF    "THE    MODERN 

KEPOKTEK  ;"'     MEMHER   OF   THE   NATIONAL   ASSOCIATION   OF   PRACTICAL   PHONO- 

ORArilERS    AND   OF   TUB   INTERNATIONAL   ASSOCIATION 

OF    SHORT-HAND   WRITERS   OF   THE 

UNITE')    STATES    AND    i»>    ,>J     >»,     »       »    »        ,', 
'  CAN  trAo  t    ?>'?»'»    J     »-'. 


PHILADELPHIA,  PA.: 
PUBLISHED  BY  THE  AUTHOR. 

1883. 


Entered  sci'jT/JJnir.  to  Act  of  Congress,  in  the  year  1879   by 

CU11TIS  HAVEN, 
la.  the  Office  of  the  Librarian  of  Congress  at  Washington. 


TO  HER 


AT  WHOSE  KNEE  MY  FIRST  CHILDISH  ATTEMPTS  AT  UNRAVELLING  THE  MYSTERIES  OF  THE 
ROMAN    ALPHABET   WERE   MADE;    WHO   SO   PRACTICALLY   DIRECTED   MY  SCHOOL- 
BOY STUDIES;   WHO  ASSISTED   ME  OVER  THE  ROUGH   PLACES  OF  MY 
EARLY    PHONOGRAPHIC   EFFORTS;    AND,  BY  WHOSE  PAST 
AND     PRESENT     PRACTICAL    GOOD-SENSE    AND 
WISE  TEACHINGS  I  SHALL  ALWAYS; 
BE  PROFITED  AND  NEvTER 
FORGET : 


TO  MY  M< 

THIS  BOOK 

IS  MOST  RESPECTFULLY  AND  AFFECTIONATELY  DEDICATED 

BY 

THE  AUTHOR. 


August,  1879. 


INTRODUCTION. 

In  presenting  this  volume  to  the  consideration  of  the  public,  the  author  is 
fully  alive  to  the  consciousness  that  it  must  possess  intrinsic  advantages  of 
its  own  over  similar  treatises  which  have  for  years  held  the  balance  of  power. 
Keeping  this  fact  in  view,  great  care,  including  years  of  compilation  and 
much  laborious  revision,  scarcely  perceptible  to  the  general  reader,  has  been 
taken  to  make  PRACTICAL  PHONOGRAPHY  as  nearly  perfection  as  the  results 
of  human  effort  can  be. 

Although  the  four  systems  of  phonography  which  heretofore  have  enjoyed 

the  greatest  popularity  have  all  in  turn  been  conscientiously  employed  by 

the  author,  in  his  professional  practice,  and  their  deficiencies  observed ;  yet, 

-  it  is  not  his  purpose  to  traduce  these  systems  in  order  to  advertise  his  own. 

'   He  is  satisfied  merely  to  state,  in  a  general  way,  the  claims  of  PRACTICAL 

2£    PHONOGRAPHY,  and  allow  the  discriminating  faculties  of  the  profession,  and 

£2    the  general  intelligence  of  students  of  the  art,  after  having  fairly  and  thor- 

•J 

oughly  examined  these  pages,  to  render  the  popular  verdict. 

The  distinctive  features  and  advantages  of  his  method  the  author  believes 
"     to  be  manifold;  only  a  few  of  which,  however,  from  his  dislike  to  redun- 
z    dancy,  will  be  here  dwelt  upon.     In  the  first  place,  complete  within  the 
compass  of  one  volume  is  contained  all  and  more  than  other  standard  au- 
thors teach  in  from  three  to  a  dozen  volumes,  some  of  which  are  twice  the 
£;     size  of  this.     The  author  can  call  to  mind  no  other  work  on  the  art  that  is 
P     as  free 'from  extraneous  matter  as  this,  or  that  contains,  in  such  few  w.ords, 
so  much  information  relative  to  the  subject  in  hand.     Secondly,  the  arrange- 
ment of  the  lessons  (the  result  of  years  of  care  in  imparting  the  art  to  others) 
is  such  that  nothing  learned  by  the  student  in  one  lesson  need  to  be  un- 
learned in  a  subsequent  one,  as  in  the  case  of  all  other  standard  treatises  on 
phonography,  and  their  great  detriment  as  instructors.     Hence,  the  mind  of 

W 

452 


VI  PRACTICAL  PHONOGRAPHY. 

the  pupil  is  not  burdened  by  acquiring  masses  of  information  that  he  will 
never  need,  nor  perplexed  by,  every  week  or  so,  learning  new  forms  for 
words  and  phrases  that  he  had  a  short  time  previous,  acting  under  instruc- 
tion, taken  so  much  time  to  write  as  then  directed.  For  these,  and  many 
other  reasons,  pupils  of  PRACTICAL  PHONOGRAPHY  can,  by  application,  attain 
a  complete  knowledge  (without  speed,  of  course,  for  that  is  the  result  of 
after-practice)  of  the  art,  in  from  one  to  three  months'  time;  for  the  ac- 
quisition of  which,  by  any  other  method,  a  year  or  more  of  hard  study  is 
necessary. 

The  author  also  claims  for  PRACTICAL  PHONOGRAPHY  an  almost  entire  ab- 
sence of  arbitrary  signs  or  characters,  the  most  perfect  legibility  and  the 
greatest  speed,  the  latter  being  due  to  the  fact  that  he  uses  more  light 
strokes  (which  are  easier  written  than  heavy  ones)  'than  any  other  popular 
phonography. 

PHILADELPHIA,  JULY  6TH,  1879. 


CONTENTS. 


PART  I. 
EXPLANATORY. 

NECESSITIES  TO  A  PRACTICAL  SYSTEM  OF  PHONOGRAPHY, 9 

PHONOGRAPHERS  vs.  STENOGRAPHERS, 10 

EXPLANATION  OF  THE  VISIBLE  ALPHABET, n 

PART  II. 
THE  INSTRUCTOR. 

LESSON  I.— DEFINITION 15 

THE  VISIBLE  ALPHABET, 15 

LESSON  II.— TIMELY  SUGGESTIONS, 19 

THE  INVISIBLE  ALPHABET 19 

LESSON  III. — THE  CONSONANTS  C,  S  AND  Z 24 

COALESCING  VISIBLE  VOWELS, 25 

INITIALS, 25 

POSITION  VOCALIZATION, 26 

LESSON  IV. — DOUBLE  CONSONANTS 29 

THE  WAY  HOOK 30 

HOLDING  THE  PENCIL, 31 

LESSON  V. — TRIPLE  AND  QUADRUPLE  CONSONANTS, 33 

LESSON  VI.— FINAL  HOOKS, 35 

Ns  VERSUS  S, 37 

LESSON  VII.— THE  ST  AND  STR  LOOPS 39 

THE  HALVING  PRINCIPLE, 40 

LESSON  VIII.— THE  VOWEL  WORD-SIGNS 41 

PARTIAL  LIST  OF  CONSONANT  WORD-SIGNS, 45 

LESSON  IX. — CONSONANTS  OF  DOUBLE  AND  TRIPLE  SIZE, 47 

BREVITY  IN  WORD  OUTLINE 48 

THE  LETTER  L, 48 

WORDS  COMMENCING  WITH  A  VOWEL 49 

LESSON  X.— EXPEDIENCES,      51 

(7) 


8  CONTENTS. 

LESSON  XI.— HOOK  WORD-SIGNS, 54 

HALF-LENGTH  WORD-SIGNS, 54 

Us,  IT,  HAVE,  ETC 55 

LESSON  XII.— PHRASE-POSITIONS 58 

WORDS  INDICATED  BY  HOOKS, 59 

OMITTED  WORDS •  .  .  60 

OTHER  ABBREVIATIONS, • 61 

LESSON  XIII. — SYLLABLE-ABBREVIATION, 62 

PREFIXES, 62 

AFFIXES, 63 

USE  OF  THE  PREFIXES  AND  AFFIXES, 64 

LESSON  XIV. — PHONOGRAPHIC  NUMERALS 66 

VISIBLE  VOWELS, 63 

PUNCTUATION, ».  .  68 

SOUND-SYLLABLES, •  69 

LIGHT  OUTLINES, 69 

LESSON  XV. — (CONCLUDING  LESSON.)  LEGAL  REPORTING, 71 

POINTS  TO  REMEMBER, 72 

PART  III. 
THE  READER. 

PUBLIC  SPEAKING, 74 

THE  PULSE  IN  HEALTH  AND  DISEASE, 76 

FIFTEEN  FOLLIES, 76 

THE  SWORDSMAN  OF  THE  SEA, 78 

LUCK  vs.  PLUCK, 80 

STRAY  LEAVES  FROM  THE  AUTHOR'S  NOTE-BOOK  :  Correspondence, 82 

Council  Reporting 84 

Court  Testimony, 86 

The  Rostrum 90 

Miscellaneous, 96 

PART  IV. 
THE  VOCABULARY. 

PREFATORY, • 98 

LIST  OF  WORD-SIGNS,  PROPER  OUTLINES  AND  ABBREVIATIONS, 99 


HAVEN'S 

PRACTICAL  PHONOGRAPHY. 


PART  I. 
EXPLANATORY. 


NECESSITIES  TO  A  PRACTICAL  SYSTEM  OF  PHONOGRAPHY. 

Aside  from  the  ordinary  facilities  requisite  for  learning  or  teaching  the 
art,  there  are  three  absolute  necessities  to  a  practical  system  of  short-hand 
writing.  They  are :  Speed,  legibility,  and  an  almost  entire  absence  of 
arbitrary  rules  and  characters. 

Without  the  latter,  years — long  years — of  hard  study  and  harder  practice, 
combined  with  an  exceedingly  retentive  memory,  is  the  price  the  learner 
pays  for  his  skill.  Hence,  it  is  simply  fallacious  to  acquire  stenography,  an 
art  that  is  wholly  arbitrary  in  its  character,  and  even  though  it  may  be  ar- 
ranged by  a  modern  author,  is  as  antiquated  as  many  Indian  relics,  and 
bears  the  same  relation  to  phonography  that  the  olden  time  scythe  bears  to 
the  latest  improved  mowing  machine. 

Without  speed,  verbatim  reporting  is,  of  course,  impossible ;  therefore,  it 
is  equally  a  waste  of  time  to  learn  any  old-style  phonography,  which  though 
easily  read  when  written,  makes  very  few  rapid  writers  and  only  of  those 
students  who  are  willing  to  give  many  years  to  the  closest  practice. 

Without  legibility,  however,  even  speed  is  of  no  avail.  The  student 
should,  therefore,  be  on  his  guard  against  a  phonography  which  gives 
enough  speed  to  keep  pace  with  the  whirlwind,  but  which,  to  obtain  this 
speed,  uses  such  an  extended  array  of  contractions  that  ease  in  reading  one's 
notes  becomes  a  secondary  consideration.  Better,  far  better,  be  able  to  re- 
port little,  and  correctly  transcribe  that  little,  than  to  jot  down  with  electri- 
cal rapidity,  the  utterances  of  the  swiftest  speaker,  and  afterwards  to  be  un- 
certain of  the  accuracy  of  one's  transcription. 

(9) 


10  PRACTICAL   PHONOGRAPHY. 

The  author  is  not  cognizant  of  the  existence  of  a  method  of  short-hand 
writing,  previous  to  the  publication  of  PRACTICAL  PHONOGRAPHY,  that  is  not 
deficient  in  one  or  more  of  the  above  mentioned  respects.  Here,  it  may  be 
asked, — How  is  it,  then,  that  before  the  advent  of  PRACTICAL  PHONOGRAPHY, 
there  were  professional  short-hand  writers,  who  were  and  are  both  accurate 
and  rapid  ?  To  this,  it  must  be  said,  with  truth,  that,  as  with  members  of 
other  professions,  these  talented  and  skilled  ones  are  not  at  all  numerous, 
and  it  is  questionable  if  any  of  these  write  other  than  an  adulterated  phono- 
graphy, founded,  doubtless,  upon  one  system,  but  interpolated  afterwards 
with  scraps  of  other  phonographies  and  the  phonographer's  own  particular 
contractions  for  particular  kinds  of  work.  This  ultimatum  has  been  a  ne- 
cessity, heretofore,  among  those  who  would  become  experts,  without  wasting 
the  best  portion  of  their  time  for  years,  in  dull,  monotonous  practice,  and 
it  was  to  bring  order  out  of  that  phonographic  chaos,  which  brought  PRACTICAL 
PHONOGRAPHY  into  being ;  and  the  author  has  every  reason  to  believe  that 
he  has  succeeded  in  accomplishing  his  purpose.  PRACTICAL  PHONOGRAPHY  is 
more  free  from  arbitrary  characters  than  any  other  known  system  of  phono- 
graphy, contains  the  elements  of  greater  speed  *  with  less  practice,  and  is  as 
easily  read  as  the  most  legible  :  thereby  combining  the  necessary  virtues  of 
all  its  predecessors  without  being  shackled  with  any  of  their  bad  qualities. 

PHONOGRAPHERS  VS.  STENOGRAPHERS. 

To  classical  students  and  scholars,  these  two  names  imply  their  individual 
and  distinctive  meanings.  But,  it  is  a  singular  fact  that  educated  people  in 
general,  among  whom  are  actually  included  some  short-hand  writers,  do  not 
know,  or  are  careless  of,  the  difference  existing  between  these  two  classes  of 
individuals ;  in  fact,  do  not  know  that  any  difference  exists.  Their  avoca- 
tion, if  not  the  result  of  their  labors,  is  the  same,  and  people  generally  con- 
clude them  to  be  identical.  ..  From  this  error  arises  the  mistake,  common 
even  among  those  who  know  better,  of  universally  applying  the  name  "steno- 
grapher" to  all  short-hand  writers.  For  instance,  there  is  probably  not  a 
single  case  wherein  a  stenographer  is  employed  in  a  professional  capacity  in 
any  of  our  city,  state  or  national  courts.  On  the  other  hand,  there  is  scarcely 
any  court  of  importance  that  does  not  employ  at  times  one  or  more  phono- 
graphers;  and  yet,  in  addressing  them,  the  learned  judge  and  counsel  use 
the  misnomer  of  "Mr.  Stenographer."  This  constant  acceptation  of  a 
wrong  term  gives  many  persons  who  are  about  to  study  short-hand  writing, 
an  idea  that  stenography,  not  phonography,  is  the  art  to  learn;  "For," 
reason  they,  "is  it  not  stenographers  who  are  employed  in  our  courts?"  an 
idea  which,  as  above  explained,  is  a  dangerously  mistaken  one. 

de 

Upon  special  orriiMoii*,  in*  mis   \v  mien   ti]'\\  ;tru-  ui    .-_-» 

by  the  use  of  any  other  system  of  short-hand  writing. 


PRACTICAL   PHONOGRAPHY. 


IX 


In  many  instances,  phonographers  themselves  employ  the  word  steno- 
grapher" in  advertising  their  business,  on  their  sign  or  card ;  but  that  does 
not  alter  the  fact  of  their  being  phonographers,  however  much  it  may  mis- 
lead searchers  after  the  true  art.  Let  them  misuse  these  terms  as  they  may, 
however,  a  phonographer,  under  whatever  guise,  still  remains  one  who  writes 
by  means  of  signs  used  to  represent  the  elementary  sounds  of  the  human 
voice,  which  sounds  are  the  basis  of  all  spoken  language ;  while  a  stenographer 
is  merely  one  who  writes  by  means  of  a  horrid  conglomeration  of  arbitrary 
written  characters  representing  the  Roman  alphabet,  words  and  phrases,  and 
who,  when  a  word  seldom  used  and  which  he  has  never  before  heard  (and 
consequently  never  memorized)  is  spoken,  will  either  have  to  invent  a  sign 
which  may  or  may  not  conflict  with  some  other  sign  in  his  vocabulary,  or 
run  the  risk  of  losing  the  entire  thread  of  the  discourse  while  he  writes  the 
word  in  full. 

EXPLANATION  OF  THE  VISIBLE  ALPHABET. 


Mb  orM 


The  student  will  observe,  in  Lesson  /,  of  PART  II,  that  the  phonographic 
Visible  Alphabet  does  not  commence  with  the  letter  A  and  continue  with 
B,  C,  etc.,  as  in  the  common  Roman  alphabet,  but,  on  the  contrary,  begins 
with  the  signs  representing  the  sound  of  P,  those  representing  tne  sounds  ot 


12  PRACTICAL   PHONOGRAPHY. 

B,  T,  etc.,  following.  This  seeming  irregularity  is  due  to  the  fact  that  the 
order  of  arrangement  of  the  letters  of  the  Visible  Alphabet  is  in  accordance 
with  the  phonographic  signs,  their  names  or  sounds  being  a  secondary  con- 
sideration in  this  particular  respect.  This  arrangement  will  be  found,  as 
well,  to  be  the  best  adapted  for  memorizing.  And  in  order  to  the  better 
impress  upon  the  mind  of  the  student  the  differences  of  outline  existing  in 
the  various  signs,  the  foregoing  phonographic  scheme  or  wheel  was  prepared. 

Of  course  the  relative  sizes  of  the  phonographic  signs  in  the  foregoing 
diagram  are  not  all  strictly  proportionate  to  each  other,  but  their  inclina- 
tion and  position  are  exactly  as  they  should  be  written  to  secure  accuracy 
of  formation,  which  is  the  parent  of  legibility. 

The  student  will  please  notice  that  the  sign  B  is  merely  a  thickened  P,  D 
a  thickened  T,  J  a  thickened  Chay,  Arm  a  thickened  R,  Gay  a  thickened 
K,  Emb  or  Emp  a  thickened  M,  and  Ing  a  thickened  N.  In  these  seven 
instances  observe  also  that  the  heavy  sounds  are  represented  by  heavy  signs, 
the  light  sounds  by  light  signs. 

X  is  really  the  union  of  the  three  phonographic  letters,  E,  K,  and  a  lightly 
written  Z,  those  three  letters  literally  spelling  X.  On  the  same  principle,  Q 
is  formed  by  the  union  of  K  and  U,  which  together  spell  Q. 

The  Roman  letter  G  has  two  sounds  in  English.  That  heard  in  the  name 
Gay  of  the  phonographic  heavy  horizontal  sign  in  the  Visible  Alphabet,  and 
a  soft  sound  which  is  also  owned  by  J.  Now,  it  is  unnecessary,  in  phono- 
graphy, to  have  conflicting  sounds  for  the  same  letter,  so  the  phonographic 
G  is  called  Gay,  and  is  used  to  spell  such  words  as  gate,  gone,  etc.,  while 
for  words  like  George,  which  is  just  as  easily  spelled  with  two  J's  as  with  two 
soft-sounding  G's,  the  former  are  used,  they  suiting  the  phonographer's  pur- 
pose quite  as  well. 

F,  V,  Ish  and  L  are  each  a  different  quarter  of  a  circle  and  can  be  joined 
together  to  form  a  complete  ring.  The  same  may  be  said  of  Ith,  S  or  C, 
M  and  N,  but  comparison  of  these  different  letters  in  the  diagram  will  show 
Ith,  S,  M  and  N  to  be  quite  different  quarters  of  a  circle  from  what  F,  V, 
Ish  and  L  are. 

R  differs  from  Chay  and  K  in  that  it  slants  at  an  angle  just  midway  be- 
tween those  two  letters.  Arm  bears  the  same  relation  to  J  and  Gay. 

I  is  a  small  dash  slanting  at  the  same  angle  as  P,  and  should  be  written 
about  one-eighth  the  size  of  that  letter.  A  is  similarly  allied  to  T,  Hay  to 
Chay,  &  to  K,  and  E  to  fslx  If. 

Oi  is  a  thickened  I;  O  a  thickened  A;  Ott^a  thickened  Hay;  and  O#a 
thickened  &. 

The  sign  Z  will  be  observed  to  be  simply  a  small  but  complete  circle 
shaded  on  the  downward  stroke.  If  this  circle  was  written  without  being 
shaded  and  then  cut  into  halves  by  the  aid  of  the  phonographic  T  or  D,  the 


PRACTICAL   PHONOGRAPHY.  13 

two  halves  of  the  Z  thus  disconnected  would  make  the  letters  Way  and 
Whay.  Similarly,  K  or  Gay  will  halve  Z  into  U  and  Yay.  It  may  seem 
a  stretch  of  the  imagination  to  suppose  it  possible  that  so  small  a  circle  as 
Z  is,  could  be  divisible  into  the  large  halves  of  a  circle  that  Way  and  Whay 
and  U  and  Yay  are  represented  to  be  in  the  diagram;  but,  it  must  be  borne 
in  mind,  that  it  has  before  been  said  that  the  signs  there  are  not  all  pro- 
portionate to  each  other,  as  a  glance  at  the  same  characters  in  Lesson  /, 
PART  It,  will  prove. 

Further  reference  to  Visible  Alphabet,  Lesson  /,  PART  II,  will  show  that,  in 
some  instances,  as  that  in  S  and  C,  one  sign  is  employed  to  represent  two 
separate  letters.  This  is  because  there  is,  in  spoken  language,  no  distinc- 
tion between  S  and  the  soft  sound  of  C.  Hence,  phonographically  speak- 
ing, it  is  quite  as  correct  to  begin  the  word  cease  with  an  S  as  with  C,  or  to 
end  it  with  either.*  The  representation  of  the  hard  sound  of  C,  as  heard 
in  such  words  as  cat,  cab,  etc. ,  is  accomplished  by  the  use  of  the  sign  K, 
those  words  being  rendered  kat,  kab,  etc.,  as  in  German. 

For  reasons  which  will  be  perfectly  plain  to  the  student  after  he  has  pro- 
ceeded farther  into  the  mysteries  of  this  art,  the  combinations  Ch,  Rm,  Th, 
Sh,  Mb  or  Mp,  Ng  and  Wh  must  be  pronounced  as  directed  in  Lesson  /, 
PART  II:  Chay,  Arm,  Ith  or  Thee,  Ish  or  Zhee,  Emb  or  Emp,  Ing  and 
Whay;  not  C-h,  R-m,  etc.  The  same  enjoinder  is  applicable  to  Gay,  Hay, 
Way  and  Yay. 

*  NOTE. — This  does  not  apply  to  the  representation  of  a  person's  initials  ;  becanse,  in  transcribing 
notes  wherein  initials  occur,  should  the  sign  for  S  and  C  be  employed  to  represent  both  letters,  it 
would  be  impossible  to  decido  which  initial  was  intended  at  the  time,  a  coutiugency  which  is  fully 
provided  lor  further  011  iu  the  course  of  instruction. 


PART  II. 
THE  INSTRUCTOR. 


LESSON  I. 


DEFINITION. 

The  term  Phonography  is  a  union  of  two  Greek  words,  phone  and  graphe, 
the  former  meaning  sound  (or  voice)  and  the  latter  a  writing,  thus  making 
the  actual  definition  of  Phonography  to  be  sounder  voice-writing;  or,  to  write 
the  sounds  of  the  voice.  The  term  was  first  used  by  Isaac  Pitman,  of  Bath, 
England,  the  inventor  of  the  first  modern  phonographic  alphabet,  who  also 
gave  it  the  additional  significance  of  being  the  science  of  rapid  or  short-hand 
writing.. 

The  elements  of  Practical  Phonography  are  two  alphabets,  one  Visible 
and  the  other  Invisible,  the  present  lesson  treating  only  of 

THE  VISIBLE  ALPHABET. 

^     *  V.    F  3  WtjtoncmMelWHAy]  ) 

\     B  \    "V  n  Y  [caUedYAV  or  Short--u] 

T  (         T"k^»«01"l"aTTHl  «  U 

J.  \  A  Jl|_      or  THEE.      J 

ID  )       SorC 

/        fS^P>rOTmil<!e3t!lr^n  )       GkL  fPr<mou«cea  TSnl  ^   *- 

/  \JS\\uti*.  CMIN.CHRSTt:^         ^/          \S"\_          6t  ZHEE.  f\*V 

//*•  \  Ul  pronounced  as  in  oilj 

T    Or  lite  .rft  sranl  of  G,         /  T 

el  |_«.P  i«»ri  In.  <t£M.      \]       I  M-l  * 


*V  ML 
^^  N 

^Ng&.^^IKc]  '  OwEronoun^da-no.1! 

J  -  O^X  O         ,Z  ^C  [or  Ai  as  in  ail] 

-  -  ^Q  C          "WgHMWOllBUy  _   Oo[pronoua0ei  as  injoei] 

Always  write  the  short-hand  signs  for  K,  Gay,  Q,  M,  Emb  or  Emp,  N,  Ing, 
Yay,  U,  &,  and  O$  from  left  to  right. 
Write  R  and  Arm  upwards. 

(IS) 


lf»  PRACTICAL   PHONOGRAPHY. 

Write  Ish,  L  and  E,  upwards  when  they  stand  alone.  But  when  joined  to 
otr\er  letters,  these  signs  are  written  either  upwards  or  downwards,  according 
to  convenience.  See  signs  61  and  62  in  accompanying  Exercise. 

Commence  X  at  the  top  of  the  tick,  writing  downwards  to  the  left  and  then 
to  the  right,  finishing  with  the  circle. 

The  other  signs  are  all  written  from  top  to  bottom,  with  the  exception,  of 
course,  of  the  circle  Z,  which  is  commenced  on  the  underside,  written  up- 
wards to  the  right  and  downwards  on  the  left  hand  or  shaded  side. 

By  writing  R  upwards  it  is  more  easily  distinguished  from  Chay,  when 
followed  by  another  letter.  Note  difference  in  outline  between  signs  19  and 
20  in  Exercise,  in  which  the  same  letter  follows  R  in  one  case  and  Chay  in 
the  other.  Had  both  R  and  Chay  been  written  the  same  way  (that  is  both 
upwards  or  both  downwards)  it  would  have  been  hard  to  distinguish  the  dif- 
ference between  them,  but  as  it  is,  the  concluding  letter  comes  at  the  top  of 
R  and  at  the  bottom  of  Chay,  this  difference  being  a  sure  guide  in  deter- 
mining between  R  and  Chay  even  when  they  are  written  very  much  on  the 
same  slant.  This  rule  will  also  distinguish  Arm  and  J. 

In  writing,  proceed  slowly  and  carefully,  speed  will  come  with  practice. 

Use  either  pen  or  pencil,  holding  whichever  is  preferred,  at  the  time,  be- 
tween the  first  and  second  fingers,  keeping  it  in  place  by  the  thumb.  Other- 
wise, the  student  will  not  be  able  to  write  the  thickened  letter  Arm. 

With  respect  to  paper,  that  unruled  should  be  used  for  this  lesson,  after 
which  ordinary  ruled  fools-cap  will  suffice,  until  the  pupil  has  become  familiar 
with  all  the  exercises,  when  he  may  return  to  unruled  paper,  an  imaginary 
line  being  all  that  will  be  then  and  thereafter  necessary  or  desirable. 

During  the  first  ten  exercises,  trace  each  letter  in  reading  exercises  with 
a  dry  pen,  as  you  read  it,  and  repeat  the  name  of  each  sign  aloud,  as  it 
is  written.  This  will  train  the  ear  to  recognize  the  proper  sound,  and  at 
the  same  time,  train  the  hand  to  form  the  sign  upon  hearing  the  sound  it 
represents. 

It  is  necessary  that  the  student  be  impressed  with  the  fact  -that  he  is  writ- 
ing from  sound.  It  should  be  borne  in  mind  that  the  phonographic  signs 
on  preceding  page  are  not  substitutes  for  the  letters  of  the  Roman  alphabet, 
but  are  simply  signs  used  to  represent  the  different  elementary  sounds  of  the 
human  voice.  Hence  the  difference  between  the  names  of  the  phonographic 
Visible  Alphabet  and  the  usual  A,  B,  C,  or  Roman  alphabet.  For  this 
reason,  when  the  student  desires  to  spell  the  words,  kev,  neigh,  mew,  yeigh, 
etc.,  phonographically,  he  must  not  expect  to  spell  them  in  accordance  with 
the  English  and  American  dictionaries.  He  must  govern  himself  entirely 
by  the  elementary  sounds  contained  in  each  word.  He  will  then  correctly 
spell  them;  k-e,  key;  n-a,  neigh;  m-u,  mew;  y-a,  yeigh;  etc. 

Having  perfectly  mastered  the  Visible  Alphabet,  the  student  will,  at  this 


PRACTICAL   PHONOGRAPHY.  17 

point,  please  turn  to  the  first  line  of  the  accompanying  Exercise  in  Spelling 
by  Sound,  carefully  comparing  it  with  the  Key.  Having  done  so,  he  may 
exclaim,  as  pupils  of  the  author  have  done  before: 

"Is  it  possible  these  signs  (B,  C,  etc.)  represent  the  words  be,  sea,  etc., 
as  well  as  the  mere  letters?" 

To  which  the  author  replies:  "  Certainly !  Those  two  phonographic  sym- 
bols beginning  the  Exercise  spell  the  words  be  and  sea  quite  as  correctly  as 
they  represent  the  letters  B  and  C.  In  fact,  the  first  spells  bee  equally  well. 

STUDENT. — (In  dismay.)  Then,  suppose  in  the  future,  I  desired  or  was 
required  to  read  some  other  phonographer's  writing,  or  even  my  own  that 
had  lain  by  for  some  time  and  perhaps  become  almost  or  quite  forgotten, 
and  that  in  these  notes  occurred  this  first  sign,  how  could  I  be  certain  as  to 
whether  it  was  written  for  the  words  be,  bee,  or  was  simply  an  initial? 

AUTHOR. — Yours  is  a  very  natural  question.  Allow  me  to  answer  it  by 
asking  one.  The  sounds  of  those  two  words  and  the  letter  being  precisely 
the  same,  how  would  you  know  which  was  meant  should  you  hear  them 
spoken,  by  some  one  addressing  you? 

STUDENT. — The  subject  of  conversation  or  the  meaning  of  the  sentence  in 
which  they  occurred  would  inform  me. 

AUTHOR. — Exactly.  Besides  neither  of  them  can  be  employed  in  the 
same  sense.  But  suppose,  for  illustration,  either  word  (be  or  bee}  or  the 
letter,  were  spoken  alone,  without  any  attendant  conversation,  would  you 
understand  which  was  meant? 

STUDENT. — Possibly  not. 

AUTHOR. — Then  you  must  not  expect  more  of  phonography  than  of  spoken 
language,  than  which  nothing  is  more  universally  useful.  It  is  the  province 
of  the  former  simply  to  photograph  the  latter.  One  thought  more:  The 
subject  of  conversation  was  mentioned  as  being  a  guide  to  the  meaning  of 
spoken  words;  or,  in  other  words,  the  context  is  the  key.  This  is  pre- 
cisely the  case  in  phonography.  Words  preceding  or  following  a  doubtful 
word  will  invariably  determine  its  meaning.  To  be  sure,  in  this  particular 
exercise,  as  in  others  that  follow,  the  words  are  isolated  and  have  no  con- 
nection with  each  other,  as  in  regular  sentences.  But  let  us  take  a  sentence. 
Just  for  sake  of  illustration,  suppose,  instead  of  declaring  to  your  sister — 
"Katie,  I  envy  you,"  you  merely  repeat  to  her  the  six  letters,  "K-T,  I 
N-V  U,"  is  it  not  possible  that  Katie  would  comprehend  your  meaning 
quite  as  well?  Undoubtedly  she  would,  because  the  sound  is  the  same  in 
both  instances,  and  therefore  the  meaning  is  the  same.  People  do  not  spell 
words  when  they  speak.  Custom  has  determined  that  in  correct  long-hand 
writing,  the  dictionaries  must  be  regarded  as  containing  the  standard  rules 
for  spelling;  but  the  student  is  reminded,  that  in  photographing  the  utter- 
ances of  a  speaker,  the  two  phonographic  signs  Th  and  O  spell  though  quite  as 


i8 


PRACTICAL   PHONOGRAPHY. 


well  as  Webster's  Unabridged   Dictionary  can,  even  with  the  help  of  six 
letters. 

The  student  will  now  proceed  with  the  Exercise,  according  to  the  follow- 
ing rules,  which  should  be  rigidly  observed  throughout  the  entire  course  of 
lessons. 

1.  Read  carefully  the  Exercise  entire. 

2.  Write  each  separate  word  or  combination  in  Exercise  at  least  twelve 
consecutive  times. 

3.  Copy  the  Exercise  as  a  whole. 

4.  Transcribe  the  entire  Exercise  into  long-hand,  afterwards  comparing 
your  interpretation  with  the  Key.     Repeat  until  perfect. 

5.  Looking  only  at  the  Key,  write  it  into  short-hand,  afterward  compar- 
ing your  short-hand  writing  with  the  printed  Exercise,  repeating  this  whole- 
some practice  until  satisfactory. 

EXERCISE  IN  SPELLING  BY  SOUND  AND  IN  JOINING  SHORT- 
HAND  CHARACTERS. 


i  X    A    )    3 


KEY  TO  EXERCISE. 

i,  be;  2,  sea;  3,  eye;  4,  jay;  5,  Em;  6,  pea;  7,  and;  8,  are;  9,  tea; 
lo,  yeigh;  n,whey,  12,  f-t;  13,  d-k;  14,  t-m;  i5,t-n;  16,  p-k;  17,  chay-k; 
18,  chay-m  ;  19,  chay-n ;  20,  r-n;  21,  t-chay;  22,  t-p;  23,  d-p;  24,  f-j; 
25,  v-k;  26,  f-d;  27,  f-chay;  28,  p-1;  29,  1-1;  30,  r-k;  31,  f-n;  32,  v-m; 
33,  f-m;  34,  ish-n ;  35,  ish-k;  36,  f-1;  37,  v-1;  38,  1-k;  39,  1-m;  40,  m-k; 
41,  n-k;  42,  k-m;  43,  m-n;  44,  n-m;  45,  m-m;  46,  n-n;  47,  m-1;  48,  k-1; 
49,  n-t;  50,  k-p;  51,  k-chay;  52,  m-chay;  53,  n-chay;  54,  1-t;  55,  1-p; 
56,  n-p;  57,  n-f;  58,  k-f;  59,  k-v;  60,  m-f;  61,  1-ing ;  62  m-ish;  63,  arm; 
64,  gale;  65,  empty;  66,  Katie;  67,  envy;  68  cayenne;  69,  t-m-1;  70,  t-l-n  ; 
71,  t-m-k;  72,  t-m-n ;  73,  f-m-n ;  74,  v-m-k. 

NOTE. — The  figures  accompanying-  each  word  or  combination  in  the  above  Exercise  and  Key  are  in. 
serted  for  the  student's  convenience  in  refering  from  the  one  to  the  other.  They  are  not  to  be  consid* 
ere.l  as  any  part  of  the  phonographic  sig»s.  The  same  is  true  of  all  subsequent  lessons  as  well. 


PRACTICAL   PHONOGRAPHY.  19 


LESSON  II. 

TIMELY  SUGGESTIONS. 

Become  perfectly  familiar  with  one  lesson  before  another  is  attempted. 

A  careful  revision,  each  day,  of  the  Exercises  written  on  the  previous  one, 
will  prove  an  invaluable  aid  to  the  memory. 

It  is  only  by  repetition  that  you  will  obtain  a  complete  familiarity  with 
new  Exercises,  therefore  do  not  fail  to  write  every  new  word  or  sign  at  least 
a  dozen  times  before  writing  the  Exercise  as  a  whole. 

For  every  hour  spent  in  writing  phonography;  spend  a  similar  one  in 
reading  and  re-reading.  The  time  will  be  well  spent,  while  a  noncompli- 
ance  with  this  suggestion  may  cause  infinite  trouble  in  the  student's  early 
attempts  at  reporting. 

THE  INVISIBLE  ALPHABET. 

This  alphabet  is  composed  of  sixteen  vowel  and  dipthongnal  sounds,  vari- 
ations and  combinations  of  the  English  vowels,  a,  e,  i,  o,  u  and  w. 

These  sixteen  vowel  sounds  and  combinations  are  divided  into  three  classes, 
denominated  respectively  first-place,  second-place  and  third-place  vowels. 

1.  The  first-place  vowels  are  E,  I  and  Oi,  with  their  peculiar  variations 
of  sound. 

2.  The  second-place  vowels  are  A  and  0,  with  their  sound  variations. 

3.  The  third-place  vowels  are  U,  Oo  and  Ow,  with  variations  of  sound. 

For  the  representation  of  these  sounds,  without  writing  them,  three  posi- 
tions, named  respectively  first,  second  and  third  positions,  are  employed. 
The  first  position  being  above  each  ruled  line  of  the  paper  written  upon ; 
the  second  position,  resting  on  the  line ;  and  the  third  position,  through  or 
beneath  the  line. 

This  last  clause  of  the  third  position  (beneath  the  line)  applies  only  to 
instances  wherein  third-place  vowels  'are  indicated  by  consonants  which 
could  not  well  be  written  through  the  line,  such  as  K,  M,  N,  etc.,  and  the 
smaller  characters  Z,  Way,  Hay,  etc.  See  signs  44,  66  and  91  of  accom- 
panying Exercise. 

The  visible  representation  of  the  vowels  A,  E,  I,  O  and  U  (see  Visible 
Alphabet)  are  written  only  for  foreign  'words,  proper  nouns,  for  initials,  or 
when  either  of  them  alone  spell  a  word  (as  in  the  case  of  the  indefinite  article 
A,  the  interjection  O  and  the  pronoun  I)  and,  occasionally,  when  commenc- 
ing a  word.  Upon  all  other  occasions,  therefore,  to  indicate  first-place 
vowels  in  a  word,  write  the  consonants  of  a  word  in  the  first  position,  above 


2O 


PRACTICAL   PHONOGRAPHY. 


the  line;  to  indicate  second-place  vowels,  second  position,  on  the  line; 
third-place  vowels,  third  position,  through  or  immediately  below  but  not 
touching  the  line. 


E     f  Long  sound,  as  heard  in  beat,                       ^  £**£& 

FIRST 

\  Short  sound,  as  heard  in  bet. 

write   tl 
souants  of  a 

j      f  Long  or  dual  sound,  as  heard  in  bite,            [    word  iu  the 

PLACE       •< 

1  Short  sound,  as  heard  in  bit. 

FIRST 

VOWELS. 

f^r    (  The  dipthongnal  sound  heard  in 

POSITION, 
above  the  line. 

|  the  words  boil  and  oyster. 

f           f  Long  English  sound,  as  heard  in  pair  or  pate  ^ 

To  indicate 
these  s-ounda, 

A    J  Broad  sound  of  AH,  heard  in  pa, 

consonants 

SECOND 

1  Still  broader  sound  of  AW,  heard  in  pall, 

KllOUld 

occupy 

PLACE       < 

(_  Short  sound,  as  heard  in  Pat. 

*      SECOND 

VOWELS. 

~     f  Long  sound,  as  heard  in  pole, 
(  Short  sound,  as  heard  in  Polly. 

POSITION, 

resting   ou   the 
line. 

•rj     f  Long  sound,  as  heard  in  fuel, 

For  these, 

(  Short  sound,  as  heard  in  full. 

place  con- 

THIRD 

V 

sonants  in 

PLACE       - 

QQ   f  Long  sound,  as  heard  in  fool, 
{  Short  sound,  as  heard  in  foot. 

THIRD 
POSITION. 

VOWELS. 

Q^y  J  Dipthongnal  sound,  as  heard 

Through  or  be- 

' in  the  words  fowl  and  allow. 

neath  the  liue. 

For  the  better  memorizing  of  the  nice  distinctions  of  sound  contained  in 
the  above  classification,  it  would  be  a  good  plan  for  the  student  to  thoroughly 
commit  to  memory  the  following  three  lines.  He  will  then  have  the  different 
vowel  sounds  composing  the  Invisible  Alphabet,  as  it  were,  at  his  ringers  ends. 

First  position :  Beat,  bet,  bite,  bit,  boil. 

Second  position  :  Pair,  pa,  pall,  Pat,  pole,  Polly. 

Third  position  :  Fuel,  full,  fool,  foot,  fowl. 

For  a  practical  application  of  this  Invisible  Alphabet  with  the  Visible  one, 
let  the  student  turn  to  this  lesson's  Exercise  and  analyse  the  first  few  words. 
The  first  word  in  the  Exercise  happens  to  be/ee.  How  is  it  spelled  ?  Simply 
hv  writing  an  F  in  the  first  position,  above  the  dotted  line  of  the  Exercise, 
wnich  position  indicates  the  addition  of  one  of  the  first-position  invisible 
vowels,  E,  I  or  Oi,  the  vowel  in  this  case  being  E.  Thus  we  have  f-e,  fee. 
It  might  have  been,  however,  f-i,  fie;  though  it  could  not  have  been  f-oi,  foi, 
for  foiis  no  word  at  all.  This  leaves  two  words  to  choose  between,  fee  and 
fie.  In  this  instance,  it  is  fee,  because  the  Key  to  the  Exercise  says  so 
But  should  there  have  been  no  Key,  it  would  not  have  mattered  which  word 
the  pupil  transcribed  it  to  be,  because  the  words  in  this  Exercise,  as  in  that 


PRACTICAL   PHONOGRAPHY.  21 

of  Lesson  I,  are  in  no  wise  dependent  on  each  other.  Indeed,  in  this  and 
some  subsequent  lessons,  wherein  the  words  of  the  Exercise  are  isolated,  the 
pupil  may  frequently,  though  working  according  to  rule,  interpret  words 
differently  from  the  Key,  as  he  might  have  done  with  fee,  in  this  Exercise. 
This  must  not,  however,  lead  him  to  suppose  that  this  will  always  be  his  ex- 
perience. On  the  contrary,  should  this  letter  F  have  occurred  (in  the  posi- 
tion it  occupies  in  this  instance)  within  a  sentence,  no  doubt  about  its  mean- 
ing would  have  arisen,  because  other  words  preceding  or  following  this  par- 
ticular word  in  the  same  sentence  would  (as  in  the  illustration  of  the  words 
be  and  bee  in  Lesson  I)  have  designated  its  meaning  at  once. 

Words  numbered  2  and  3  in  the  Key,  are  also,  it  will  be  seen,  written  in 
the  Exercise  simply  by  the  use  of  the  visible  sign  F,  as  in  the  case  of  fee, 
their  difference  of  position  implying  their  different  spelling  and  meaning. 
For  instance,  sign  2  in  Exercise  is  an  F  written  in  the  second  position, 
thereby  implying  the  addition  of  a  second-place  vowel,  of  which  O  is  one, 
giving  f-o,  foe.  In  the  same  manner  sign  3,  being  written  in  the  third  posi- 
tion, indicates  a  third-place  vowel,  of  which  U  is  one,  spelling  f-u,  few. 

No  fears  need  be  entertained  by  the  student  that  the  use  of  only  three  po- 
sitions for  the  representation  of  sixteen  different  vowel  sounds  will  serve  to 
perplex  him,  when  reading  his  own  notes,  if  correctly  written.  All  profes- 
sional short-hand  writers  omit  these  sixteen  sounds,  representing  their  omis- 
sion by  three  positions  only.  And  this  same  principle  of  invisible  represen- 
tation is  taught  in  all  other  popular  works  on  phonography,  the  differences 
being,  that,  in  the  works  referred  to,  the  sounds  are  not  as  methodically 
classified  as  herein,  while  in  those  works  the  student  is  first  loaded  with  a 
vast  array  of  visible  signs  for  these  sdunds,  and  then,  after  having  practiced 
writing  them,  under  instruction,  for  a  half  year  or  year,  or  perhaps  much 
longer,  according  to  the  time  occupied  by  him  in  getting  thoroughly  into 
their  "reporting  style,"  he  is  blandly  informed  that  he  must  now  forget  that 
way  of  writing  because  it  is  not  applicable  to  verbatim  reporting,  and  adopt 
another  method,  one  of  invisible  representation,  similar  to  this  of  the  Invis- 
ible Alphabet,  and  which  might  just  as  well  have  been  learned  in  the  first- 
place,  thereby  avoiding  great  waste  of  valuable  time,  labor  and  brain-power. 
With  PRACTICAL  PHONOGRAPHY  the  student  writes  reporting  style  in  the  first 
Exercise. 

Mere  Roman  vowels  nor  their  combinations  do  not  always  represent 
phonographic  vowel  sounds.  As  an  illustration,  the  concluding  letters  o 
and  w,  in  the  word  know  (sign  70,  this  Exercise),  are  not  the  equivalent  of 
the  phonographic  diphthong  O\v;  the  w,  as  well  as  k,  in  know,  being  silent. 
Know  should,  therefore,  be  written  precisely  as  if  spelled  n-o,  thereby  giving 
to  N  the  second  position,  on  the  line,  as  in  Exercise.  Be  guided  by  sound 
entirely,  and  not  by  the  English  spelling  of  a  word. 


22  PRACTICAL   PHONOGRAPHY. 

In  signs  22  and  30  other  examples  occur.  In  both  those  words  the 
Roman  letters  gh  are  silent.  Both  words  also  possess  the  Roman  vowels  o 
and  u,  in  the  same  order  and  yet  pronounced  differently.  In  the  word  bough, 
the  Roman  vowels  o  and  u  are  pronounced  like  the  phonographic  invisible 
diphthong  Ow;  while  in  fought,  the  same  vowels  have  the  sound  of  Aw. 
This  difference  of  sound,  notwithstanding  the  similarity  of  the  English 
orthography  of  the  two  words,  give  to  them,  in  short-hand,  a  difference  of 
position.  Phonographically  they  are  spelled  :  b-ow,  bough  ;  f-aw-t,  fought, 
which  spelling  entitles  them  to  the  positions  in  Exercise. 

There  is  one  class  of  consonants  which  require  special  treatment  in  regard 
to  their  place-positions.  Such  are  the  horizontal  ones:  K,  Gay,  M,  N,  etc. 
Their  treatment  is  two-fold.  First,  the  usual  way  indicated  in  the  first  part 
of  this  lesson;  secondly,  an  exceptional  treatment,  which  is  only  employed 
when  either  of  these  horizontal  letters  are  followed  by  a  descending  letter, 
as  in  signs  45,  46  and  47,  the  descending  letter  in  those  cases  being  T.  In 
those  three  words  it  will  be  seen  that  the  letter  K  is  invariably  written  in  the 
first  position,  above  the  line,  although  neither  signs  46  nor  47  containtfirst- 
place  vowels.  The  reason  for  this  is  that  the  vowel  sound  in  these  and  sim- 
ilarly constructed  words  is  indicated  by  the  position  of  the  second  consonant 
of  the  word — the  descending  one.  With  this  explanation  it  will  therefore 
be  found  very  easy  to  read  them,  for  the  letter  T  in  sign  46  is  in  the  second 
position,  and  in  sign  47,  in  the  third.  This  explanation  will  also  furnish  a 
key  for  reading  sign  67  (nioutli),  which  is  read  by  the  position  occupied  by 
Ith,  that  being  the  descending  letter  in  this  case.  This  exceptional  treat- 
ment of  the  horizontal  consonants  applies,  however,  only  where  they  are 
followed  by  a  descending  letter.  In  ajl  cases  where  the  letter  following  is 
not  a  descending  one  (signs  51  and  68)  or  where  the  horizontal  letter  is 
written  alone  (signs  69,  70  and  71)  the  regular  rule  applicable  to  other 
letters  must  apply. 

It  will  doubtless  be  no  little  satisfaction  to  the  beginner,  however  he  or 
she  may  love  study,  to  know  that  with  this  lesson  terminates  all  alphabetical 
memorizing;  enough  means  having  now  been  presented  to  represent,  phono- 
graphically,  any  sound  of  the  English  language.  The  elements  of  phono- 
graphy being  now  within  the  grasp  of  the  learner,  future  lessons  will  be 
entirely  taken  up  with  interesting  contractions  and  practical  application  of 
the  system.  Before  closing  this  lesson,  there  is  one  subject,  the  importance 
of  which  the  author  desires  to  properly  impress  upon  the  minds  of  his  stu- 
dents. It  is  the  necessity  of  an  immediate  choice  between  pen  and  pencil, 
in  regard  to  which  shall  be  made  use  of  in  the  student's  phonographic 
writing.  Students  are,  of  course,  at  liberty  to  use  both  if  they  choose,  and 
to  alternate  their  use  as  frequently  as  they  wish,  but  such  inconstant  use,  the 
student  is  informed,  will  greatly  delay  her  or  his  acquisition  of  speed.  Each 


PRACTICAL   PHONOGRAPHY.  23 

instrument  differs  from  the  other  in  facility  of  execution  and  whichever  the 
hand  becomes  most  accustomed  to,  it  writes  much  quicker  and  better  with. 
The  author  prefers  a  pencil  because  it  can  be  used  under  most  any  or  all 
circumstances,  while  a  pen  cannot  be  employed  except  under  certain  favor- 
able conditions;  because  the  pencil  will  glide  over  paper  much  more  quickly 
and  thus  affords  greater  rapidity  of  execution  than  the  pen  ;  and  because 
rapid  pencil  writing  is  easier  to  read  than  rapidly-made  penmarks,  for  the 
reason  that  the  use  of  the  pencil  avoids  the  little  meaningless  ticks  and 
dashes  which  the  pen  is  almost  always  certain  to  leave  attached  to  rapid 
short-hand  writing.  It  is,  however,  even  better  to  make  constant  use  of  a 
pen  than  to  be  continually  changing  from  the  one  to  the  other,  for  the 
reason  before  explained. 

EXERCISE. 


JKl:^!^^-^^..^-**^^ 


6*    f    ^-  6S  _        66  67   ^~>      68          _     6f  TO 


KEY. 

i  Fee,  2  foe,  3  few,  4  fog,  5  die,  6  dough,  7  due,  8  dome,  9  dock,  10 
dyke,  n  dime,  12  toy,  13  toe,  14  tare,  15  tale,  16  poor,  17  pack,  18  pike, 
19  pile,  20  boy,  21  bay,  22  bough,  23  bear,  24  beck,  25  back,  26  book,  27 
boil,  28  cheek,  29  joy,  30  fought,  31  rib,  32  rook,  33  reach,  34  rood,  35 
root,  36  rake,  37  robe,  38  rap,  39  ripe,  40  write,  41  ride,  42  coy,  43  caw, 
44  cow,  45  kit,  46  cat,  47  cut,  48  cab,  49  cap,  50  coil,  51  gore,  52  view,  53 
veer,  54  thy,  55  thou,  56  say,  57  sigh,  58  shy,  59  lea,  60  lay,  61  love,  62 
lock,  63  luck,  64  life,  65  may,  66  mew,  67  mouth,  68  mule,  69  knee,  70 
know,  71  knew,  72  nib,  73  knife,  74  whay-p,  75  whay-f,  76  whay-r,  77 
whay-n,  78  whay-d,  79  weed,  80  weighed,  81  wooed,  82  wear,  83  waif, 
84  win,  85  wash,  86  watch,  87  u-k,  88  u-n,  89  he,  90  hoe,  91  how. 


24  PRACTICAL   PHONOGRAPHY. 

LESSON  III. 


THE  CONSONANTS  C,  S  AND  Z. 


Rapidity  in  writing  shorthand  sometimes  necessitates,  for  the  representa- 
tion of  the  oft  recurring  sound  of  s,  a  much  shorter  method  than  that  found 
in  the  Visible  Alphabet. 

A  small  circle,  the  same  size  as  Z,  but  without  being  at  all  shaded  as  in 
the  case  of  Z  (see  Visible  Alphabet)  is  therefore  used,  whenever  possible,  to 
represent  C  and  S.  It  is  joined  to  other  consonants  by  writing  it  on  the 
most  convenient  side  of  curved  letters  and  on  the  right  or  upper  side  of 
straight  ones.  See  following  Exercises,  signs  numbered  120  and  121. 

The  superiority  of  this  circle,  in  point  of  speed,  over  the  long  sign  for  S, 
and  the  facility,  in  most  cases,  with  which  it  may  be  often  employed  to  rep- 
resent Z  as  well  (sign  43)  without  either  sound,  after  a  little  reading  prac- 
tice, ever  being  mistaken  for  the  other,  are  two  facts  which  will  be  more  or 
less  quickly  appreciated  and  taken  advantage  of  by  the  student.  But,  lest 
he  be  disposed  to  do  away  entirely  with  the  original  signs  representing  these 
sounds  in  the  Visible  Alphabet,  it  is  necessary  to  state  that  there  are  instan- 
ces wherein  the  signs  for  C,  S  and  Z  as  written  in  the  Visible  Alphahet  MUST 
be  employed.  They  are : 

First. — When  either  C,  S  or  Z  constitute  the  only  consonant  of  a  word, 
as  in  sign  31  in  this  Exercise. 

Second. — When  either  of  the  signs  for  C,  S  or  Z  is  the  first  consonant  in 
a  word  and  is  preceded  by  an  invisible  vowel,  as  in  sign  123  of  this  Exercise. 

Third. — When  an  invisible  vowel  sound  terminates  a  word  in  which 
either  C,  S  or  Z  happen  to  be  the  last  consonant.  Signs  34,  35,  etc. 

In  these  last  two  paragraphs,  the  student,  when  reading,  has  an  infallible 
rule  whereby  to  determine  when  an  invisible  vowel  precedes  or  follows  either 
C,  S  or  Z  in  a  consonant  combination.  In  other  words,  when  he  sees  the 
S  or  Z  of  the  Visible  Alphabet  beginning  such  a  combination  he  knows  an 
invisible  vowel  must  be  read  before  and  in  conjunction  with  it;  and  that, 
when  either  of  those  original  letters  end  such  a  combination  there  is  an 
invisible  vowel  following  it,  as  part  of  the  word. 

A  double-sized  light  circle,  written  either  alone  or  joined  to  other  letters 
in  accordance  with  the  rule  governing  the  small  circle  represent  the  sounds 
sfs,  sez,  size,  zes,  zez,  etc.  See  signs  88,  89,  etc.,  in  Exercise.  This  dou- 
ble-sized circle  must  not  be  mistaken  for  double  s  (ss)  in  the  English  spell- 
ing of  the  words  loss,  etc.  In  phonography,  no  letters  are  wasted,  and  fass 
and  kindred  words  terminating  with  double  s,  are  spelled  quite  as  legibly, 
and  much  more  economically,  with  a  single  s.  Sign  63,  in  Exercise. 


PRACTICAL   PHONOGRAPHY.  25 

The  small  circle  S  can  be  added  to  the  large  circle  Ses,  as  in  sign  109  in 
Exercise. 

These  small  and  large  circles  are  joined  to  the  letters  R  and  Arm  in  the 
same  manner  and  upon  the  same  sides  as  those  circles  are  joined  to  K  or 
Gay.  See  signs  40  and  97.  This  is  no  more  than  proper,  for  R  and  Arm 
are  written  from  left  to  right  as  K  and  Gay  are,  and  should,  therefore,  be 
treated  similarly  in  this  respect.  This  rule  the  student  will  have  frequent 
cause  for  recalling  in  future  lessons,  and  he  or  she  should  bear  it  well  in 
mind,  and  on  all  occasions  where  junctures  are  made  with,  or  circles  or 
hooks  are  added  to,  the  letters  R  and  Arm,  such  junctures  and  additions 
must  be  made  to  R  and  Arm  in  precisely  the  same  manner  that  they  would 
be  added  to  K  or  Gay. 

When  joining  the  shaded-circle  Z  to  some  letters  it  is  found  essential  for 
eaze  in  writing  to  shade  it  upon  the  right  hand  side.  Sign  34  in  Exercise. 

COALESCING  VISIBLE  VOWELS. 

There  are  words  in  the  English  language — some  of  them  proper  nouns, 
some  common — which  cannot  be  clearly  indicated,  phonetically,  simply  by 
their  consonant  outlines.  For  instance,  the  names  Owen  and  Noah  each 
possess  in  phonography  but  one  consonant,  that  consonant  being  N.  Now, 
as  they  both  contain  the  same  place  invisible  vowel-sounds,  it  would  be  a 
difficult  task,  by  simply  representing  them  by  their  consonant  sign,  to  read 
either  of  them  aright,  excepting  from  memory.  Yet,  to  separately  write  the 
visible  signs  for  their  two  vowel  sounds  (O  and  Eh)  as  in  the  Visible  Alpha- 
bet, would  consume  entirely  too  much  time  for  verbatim  reporting.  There- 
fore, the  student  is  directed  to  write  the  visible  signs  for  these  sounds  when 
they  occur,  in  proper  names,  but  to  write  them  joined,  using  the  sign  Hay 
to  represent  the  sound  termination  eh  when  it  follows  the  sound  of  I  and  O, 
in  such  vowel  combinations  as  I- eh  and  O-eh,  as  in  the  words  Maria,  Noah, 
etc.  Signs  124  to  138  in  Exercise. 

It  will  be  noticed  in  writing  the  names  Maria,  froah,  etc.,  that  no  pro- 
vision is  made  in  phonography  to  indicate  capital  letters.  In  other  words, 
the  capital  letter  M  in  Maria  (sign  134)  is  represented  by  the  same  sign 
which  is  used  to  indicate  the  small  letter  m  in  merry,  sign  9.  This  principle 
is  founded  upon  the  fact  that  as  people  do  not  indicate  capital  letters  when 
they  speak,  it  is  therefore  equally  unnecessary  to  represent  them  in  phono- 
graphy, and  as  phonographers  write  from  sound  entirely,  no  confusion  can 
arise  in  leading  one's  short-hand  notes. 


INITIALS. 

A  difficulty  which  young  phonographers — and  old  phonographers,  too,  of 
>me  systems  of  shorthand — have  to  contend  against,  is  the  writing  of  ini- 


26  PRACTICAL   PHONOGRAPHY. 

tials.  For  instance,  they  frequently,  if  they  use  phonographic  characters 
for  jotting  down  a  person's  initials,  mistake  C  for  S  or  J  for  G,  or  else  they 
write  Gay  for  G,  a  mistake  which  should  never  be  tolerated. 

To  piovide  for  these  contingencies,  the  author  of  PRACTICAL  PHONOGRAPHY 
would  advise  his  pupils  to  write  the  sign  representing  S  or  C  in  the  Visible 
Alphabet  in  the  first  position,  above  the  line,  when  C  is  intended,  and  in  the 
second  position,  on  the  line,  when  S  is  to  be  the  initial.  And  to  distinguish 
G  and  J,  write  the  visible  phonographic  sign  for  J  in  the  second  position 
when  J  is  indicated,  and  in  the  first  position  to  indicate  G.  See  138  and 
139  in  Exercise. 

POSITION  VOCALIZATION. 

It  is  impossible,  in  writing  words  of  two  or  more  syllables,  always  to  give 
to  each  syllable  the  proper  position  required  by  its  particular  vowel.  As  a 
general  rule,  only  one  syllable  in  a  word  can  be  accommodated  in  this  re- 
spect, and  the  syllable  thus  honored  should  be  either  the  first,  as  in  signs  2, 
6  and  79,  or  the  syllable  containing  the  most  conspicuous  vowel,  which  is 
generally  the  accented  one.  There  are  instances,  however,  in  which  it  is 
not  necessary  to  apply  this  rule.  Those  instances  are  found  in  words,  the 
phonographic  outlines  of  which  are  so  extended  that  their  meaning  is  suffi- 
ciently distinct  without  recourse  to  any  especially  significant  position,  and 
which  are,  therefore,  written  in  the  second  position,  the  easiest  position  in 
which  to  write.  Sign  140. 

Never,  for  an  instant,  while  writing  or  reading  phonography,  should  the 
student  lose  sight  of  the  fact  that  he  must  spell  from  sound  only.  This  is 
the  secret  of  the  few  letters  used.  Thus  p,  long-a  and  t,  phonographically 
spell  pate;  and  b,  long-e  and  t,  beat;  just  as  correctly  as  p,  short-a  and  t, 
spell  pat;  and  b,  short-e  and  t,  bet.  Again,  if  the  student  keeps  this  fact 
in  mind,  when  he  encounters  such  words  as  many  and  said  (signs  numbered 
10  and  50  in  Exercise)  he  will  not  be  surprised  that  they  are  written  in  the 
first  position,  instead  of  the  second,  because  he  will  reason  that  although 
both  words  contain  second-position  English  vowels,  yet  the  phonographic 
vowel  sounds  is  E  in  both  cases,  and  invisible  vowel  E  is  a  first-position 
vowel.  Thus:  m-e-n-e,  many,  s-e-d,  said.  Using  the  same  logic,  he  will 
say,  that,  although  in  English,  the  word  loses  (sign  105)  is  ordinarily  spelt 
with  one  O,  yet,  in  phonography,  it  has  the  vowel  sound  of  Oo,  which  sound 
gives  to  its  consonantle  outline,  the  third  position,  as  written  in  the  Exer- 
cise accompanying. 

The  student  must  expect  a  little  difficulty  in  his  unvocalized  outlines. 
This  will  wear  off  in  time,  and  the  experience  of  those  who  have  studied 
phonography  by  means  of  visible  signs  for  the  vowel  sounds,  is  that  the  dif- 


PRACTICAL   PHONOGRAPHY.  2^ 

ficulty  of  memorizing  the  vowel  outlines  was  so  great,  that  when  such  signs 
were  placed  to  the  consonants  of  a  word,  they  more  frequently  served  to 
confuse  than  to  assist,  insomuch  that  the  meaning  of  words,  which  without 
vowels  would  have  been  perfectly  familiar,  became,  when  vocalized,  decid- 
edly vague  and  enigmatical.  But,  apart  from  this,  why  cumber  the  mind 
of  the  beginner  with  knowledge  which,  as  an  expert,  he  will  never  use?  For 
in  the  reporting  styles  of  all  phonographies,  visible  vowels  are  done  away 
with,  because  the  rapidity  of  even  a  moderate  speaker's  utterance  is  three- 
fold greater  than  that  which  the  most  active  writers  of  shorthand  could  pos- 
sibly attain  with  the  use  of  vowels.  Practice,  with  a  little  perseverance, 
will  make  easy  all  these  things,  which  now  seem  somewhat  difficult  to  the 
beginner,  simply  because  they  are  new  to  him.  Much  more  difficulty  is  ex- 
perienced in  learning  other  systems  of  phonography,  the  path  to  success  in 
the  art  of  the  shorthand  writer  bein-j  much  easier  through  the  medium  of 
PRACTICAL  PHONOGRAPHY  than  by  any  other  known  method. 

In  words  of  two  syllables,  such  as  ferry,  ninny,  merry,  etc.  (signs  3,  8  and 
9)  the  concluding  letter  y  is  pronounced  somewhat  like  the  short-i  in  bit, 
or  like  an  E.  These  words,  then,  in  spelling  by  sound,  must  be  spelled  fer-e, 
ferry;  nin-e,  ninny;  mer-e,  merry;  and  being  spelled  phonographically 
with  those  sound-letters,  they  must  be  written  accordingly;  hence  the  final 
letter  y  in  those  and  similarly  constructed  words  is  written  with  the  E  sound 
of  y  indicated  invisibly.  It  may  here  be  asked  what  rule  will  determine 
whether  sign  7  in  Exercise  spells  fun  or  funny,  since  both  words  contain, 
in  phonography,  the  same  consonants — F  and  N?  To  this  the  author  re- 
plies that  every  full-sized  consonant  may  indicate  an  invisible  vowel,  and 
there  being  two  full-sized  consonants  (F  and  N)  in  funny,  there  may  be 
also  two  vowels  indicated,  as  there  happens  to  be  (short-U  and  E)  which, 
with  the  consonants,  spell  fun-e,  funny.  Fun  would  have  been  written  with 
only  one  full-sized  consonant  (an  F)  the  N  in  fun  being  indicated  in  some 
other  manner,  the  explanation  of  which,  together  with  the  meaning  of 
full-sized  consonants  is  reserved  for  future  lessons.  It  is  a  good  plan  for 
students  not  to  worry  themselves  about  future  possibilities — wondering 
whether  such  a  manner  of  writing  a  word  will  or  will  not  make  it  conflict  with 
some  other  word  not  in  the  lesson,  etc.,  etc.  Better  learn  the  lessons  just 
as  they  are,  reading  the  Exercise  as  the  Key  says,  and  writing  the  words 
in  the  Key  as  the  Exercise  directs,  and  one  will  be  sure  not  to  go  astray. 
Remember  that  everything  cannot  be  explained  in  one  lesson,  and  that 
if  students  will  be  satisfied  to  take  instruction  as  it  comes,  they  will  find 
all  their  questions  answered  and  all  their  conundrums  solved  by  the  time  the 
last  lesson  is  reached,  while  most  queries  will  solve  themselves  as  one  pro- 
gresses. 


PRACTICAL   PHONOGRAPHY. 

EXERCISE. 

*— ^ —  „ 

1  A^        3    V^-^   +^<^     «5"^^    io      Y      ?\  %  ^° 

/     ^^-^ 

*.^  A  LS. .  4*L/  .47^T.^ 
^       '  '       J       ,  ) 

,<Lx  31  I 

^*~-s.  .  .  .-.  ;-»_^. ........... 

<*                                             /                                                                    (T^ 
Jt>\^  37^    37          __o  Jlfi^     ""'.a      ^^        *^^-»    "^  -     o    *^  •**J- v'*1-?' 

[      *9  P     J»    I      Ji  f    J"5   \       fi\      SI  o 

63  /^ 

W   6-a    \        84    I     ^*    /      "*  I     M|       ?7     '     tr 

t -G. 

a  5/r>/°i-  6   H3  P        ^r0^)0 

/<7a...ff...r?...?f. '0....{&..". L...f^..^7: :. f?°..k^,. 

iii         \       HA.  v— ^         ^i^      /  ^/<t 4^5"        _  lite  11J 

'  *>  •}  \    /  o  2  y 

/vX    \     J.f^uL 

V^r} 

'3Z...L-  1 


KEY. 

I  Pity  2  billow  3  ferry  4  berry  5  Jerry  6  valley  7  funny  8  ninny  9  merry 
10  many  u  lily  12  ready  13  tiny  14  Terry  15  fairy  16  China  17  shave  18 
dash  19  rare  20  rarer  21  polish  22  nibble  23  wait  24  wet  25  wedge  26  weighed 
27  yoke  28  yon  29  twain  30  twin  31  sigh  32  hazy  33  rosy  34  lazy  35  cosy 
36  posy  37  ways  38  hiss  39  case  40  race  41  chase  42  tease  43  maze  44  knows 
45  seem  46  same  47  sit  48  sat  49  suit  50  said  -51  sad  .52  sip  53  sap  54  soup 
55  sob  56  sum  57  whine  58  save  59  safe  60  soon  61  rale  62  ser.l  63  loss  64 
lease  65  teams  66  keeps  67  dukes  68  names  69  smell  70  simmer  71  whop  72 
wasp  73  wisp  74  waste  75  testy  76  tasty  77  misty  78  lusty  79  fusty  So  swore 
81  swine  82  sweep  83  sweat  84  switch  85  Swede  86  swayed  87  sways  88  teases 
89  tosses  90  pieces  91  paces  92  pussies  93  cases  94  kisses  95  gases  96  guesses 
97  races  98  faces  99  nieces  100  noses  101  misses  102  masses  103  lasses  104 
leases  105  loses  106  necessity  107  system  108  size  109  ceases  no  t-s-n  in 
k-s-p  112  n-s-f  113  chay-s-n  ii4m-s-m  115  m-s  n  n6s-m-n-s  117  n-m-s-m 
1 18  m-n-s-n  119  k-r-s-n  120  m-s-r-s-k  121  s-p-s-t-m-s  122  us  123  ask 
124  a-e  125  o-e  12600-6  1276-0  128  i-eh  129  o-eh  130  snowy  131  Noah 
132  Louis  (pronounced  Loo-ej  not  Lewis)  133  Uriah  134  Maria  135  Sophia 
136  payee  137  folio  138  E.  C.  J.  Owen  139  G.  S.  Shill  140  customary. 


PRACTICAL  PHONOGRAPHY.  2Q 

LESSON  IV. 


DOUBLE  CONSONANTS. 

A  small  initial  hook,  written  on  the  left  hand  side  of  the  upright  and 
slanting  straight  characters,  P,  B,  T,  D,  etc.,  and  on  the  under  side  of  hori- 
zontal ones,  K,  Gay,  etc.,  indicates  the  addition  of  R  to  the  main  consonant. 
A  similar  hook,  also  initial  in  its  character,-  but  written  on  the  reverse  side, 
adds  L  to  the  main  consonant.  See  signs  numbered  i  to  16  in  Exercise. 
Although,  in  writing  these  combinations,  which  are  denominated  the  Per 
and  Pel  Series  of  Double  Consonants,  the  signs  are  commenced  at  the  hooks, 
yet,  in  reading  them,  the  L  or  R  hook,  as  the  case  may  be,  is  read  after  the 
consonant  to  which  it  is  joined.  These  combinations,  however,  must  not 
be  pronounced  p-r,  p-1,  t-r,  t-1,  etc.,  but  as  one  sound,  thus:  Per,  Pel,  Ter, 
Tel,  etc.,  as  in  the  accompanying  Key. 

While  these  L  and  R  hooks  are  comparatively  easily  added  to  straight 
letters,  such  is  not  entirely  the  case  with  the  curved  consonants.  For  in- 
stance, though  the  L  hook  may  readily  be  added  to  Ith,  as  in  sign  1 7  in 
Exercise,  yet  it  is  very  awkward  to  add  an  R  hook  to  Ith.  Therefore,  the 
R  hook  is  added  as  in  sign  18,  in  which  illustration  it  will  be  seen  that  Ith 
is  written  in  the  shape  of  S.  This  may  seem  arbitrary,  but  it  is  not.  Take 
Graham's  and  Pitman's  illustration,  and  imagine,  for  instance,  that  Tel 
(sign  6  in  Exercise)  is  a  piece  of  wire.  To  represent  Ter  (sign  5)  would  it 
not  have  to  be  turned  halfway  around?  Certainly.  Then  apply  the  same 
principle  to  Thel  and  you  have  Ther. 

n 


T 


er 


Tel       Tier       Thel 


This  rule  will  also  apply  to  Ish,  F  and  V,  which  are  changed,  as  in  signs 
19  to  25  inclusive,  the  letter  V  being  thickened,  when  taking  an  initial  hook, 
in  order  to  distinguish  Ver  and  Vel  from  Fer  and  Fel. 

It  will  be  seen,  by  reference  to  signs  20  and  21,  that  the  L  hook  is  added 
to  Ish  in  two  ways,  due  to  the  fact  that  the  sign  Ish  is  written  both  upwards 
or  downwards,  as  occasion  requires.  In  the  former  case,  sign  21,  the  hook, 
being  an  initial  one,  is,  of  course,  joined  at  the  bottom  of  the  letter,  Ish 
therein  being  written  upwards;  while  in  the  word  shelling,  sign  20,  the  hook 
is  written  at  the  top  of  Ish,  because  that  letter  is,  in  that  instance,  began  at 
the  top.  This  L  hook,  however,  is  only  added  to  Ish  in  words  wherein 
some  other  phonographic  consonant  also  occurs,  F  being  the  extra  consonant 


30  PRACTICAL   PHONOGRAPHY. 

in  facial,  sign  21,  and  Ing  in  shelling,  sign  20.  When  Tsh  and  L  are  the 
only  consonants  in  a  word,  L  is  written  in  full,  as  in  sign  26  in  Exercise. 

L  is  added  to  M  and  N  by  writing  an  initial  hook  on  the  most  convenient 
side  of  those  two  letters  (signs  27  and  28)  and  by  thickening  M  and  N,  the 
same  hooks  may  be  used  as  R  hooks.  Signs  29  and  30. 

The  hook  R  is  never  added  to  the  consonant  R  nor  Arm.  The  L  hook 
is  added  to  R  in  the  same  manner  as  it  is  placed  to  K,  on  the  upper  side. 
Sign  31  in  Exercise, 

Neither  the  L  nor  R  hook  is  ever  added  to  the  full-sized  consonant  L, 
though  R  may  be  added  to  L  by  simply  thickening  that  letter,  as  in  sign  32. 

The  student  need  entertain  no  fear  that  sign  18  will  ever  be  mistaken  for 
Sr,  sign  29  for  Mbr,  Mpr,  Mbl  or  Mpl,  or  sign  30  for  Ingr  or  Ingl,  for  neither 
the  hook  R  nor  hook  L  is  ever  added  to  S  or  C,  Ing,  Emb  or  Emp,  nor  to 
X,  Q,  or  any  of  the  small-sized  characters  of  the  Visible  Alphabet. 

Signs  14,  1 6,  28,  30  and  31  need  not  be,  by  the  careful  pupil,  mistaken 
for  W-k,  W-gay,  W-n,  W-ing  and  W-r,  those  combinations  being  written  as  in 
signs  1 20  to  124  inclusive. 

The  student  should  particularly  bear  in  mind  that,  although  in  writing 
these  Per  and  Pel  series  of  double  consonants,  they  are  commenced  at  the 
hooks,  yet  in  reading  them,  the  R  or  L  hook,  as  the  case  may  be,  is  read 
after  the  main  consonant ;  therefore,  in  reading  Kel  (the  second  syllable  in 
treakle,  sign  88),  the  full-sized  consonant  K  is  read  before  the  hook  L,  the 
hook  L  being  read  last;  thus :  tre-kel ;  not  tre-l-k. 

Although  the  Per  and  Pel  series  of  double  consonants  should  be  ordinarily 
pronounced  as  though  the  invisible  vowel  E  existed  between  the  P  and  L,  or 
P  and  R,  etc.,  yet  this  is  done  merely  for  the  sake  of  appreciating  the  double 
character  of  their  consonants,  for  any  other  vowel  may,  at  times,  occur  be- 
tween the  P-l,  P-r,  etc.,  as  with  D-r,  in  sign  58.  Furthermore,  these  double 
consonants,  Per,  Pel,  etc.,  may  not  possess  any  vowel  sound  between  them, 
but  indicate  it  after  them,  as  with  sign  59,  in  which  the  invisible  vowel  Oo 
follows  the  double  consonant  Dr.  When,  however,  there  are  two  separate 
vowel  sounds  in  a  word,  as  in  the  two-syllabled  word  dowry  (spelled  phono- 
graphically  d-ow-r-e),  the  hook  R  should  not  be  employed,  the  consonants 
of  the  word  being  written  out  in  full,  as  in  sign  60,  in  order  to  clearly  indi- 
cate the  presence  of  two  vowel  sounds,  even  though  the  concluding  one — E 
— cannot  be  accommodated  with  its  proper  place-position.  This  latter  rule 
also  explains  the  formation  of  galley,  sign  68. 

THE  WAY  HOOK. 

While  the  letter  Way  is  quite  correctly  joined  to  N,  as  in  sign  122  in  Ex- 
ercise, there  is  also,  in  some  instances,  a  much  easier  and  more  rapid  manner 
of  joining  Way  to  N  and  to  some  other  letters.  This  is  by  means  of  what 


PRACTICAL   PHONOGRAPHY.  3! 

is  known  as  the  initial  hook  Way,  which,  when  joined  to  N  or  R,  is  written 
in  precisely  the  same  shape  as  a  hook  L,  but  is  distinguished  from  it  by  be- 
ing thickened  at  the  commencement.  Compare  the  first  half  of  sign  133 
with  sign  28.  This  hook,  like  the  L  and  R  hooks,  accommodates  itself  to 
the  shape  of  the  main  letter  to  which  it  is  joined,  and  is  therefore  joined  to 
the  full-sized  letters,  L,  M,  etc.,  in  the  most  convenient  manner,  which, 
though  in  the  case  of  L  (sign  129)  makes  the  hook  somewhat  resemble  Yay, 
and  in  the  case  of  M  (sign  130)  resembles  the  L  hook,  yet  it  will  never  be 
mistaken  to  be  any  other  character  than  what  it  is,  because  the  fact  of  its 
being  thickened  upon  the  first  stroke  thoroughly  distinguishes  it  from  any 
other  hook  or  letter.  Unlike  the  L  and  R  hook,  however,  this  Way  hook 
is  read  first  in  a  word,  the  full-sized  letter  to  which  it  is  joined  being  read 
afterwards.  The  Way  hook,  as  well  as  all  initial  hooks,  are  never  added  to 
the  small  letters  of  the  Visible  Alphabet.  The  thick  part  of  the  Way  hook 
should  not  be  made  any  thicker  than  necessary  to  properly  designate  it,  the 
lighter  it  can  be  made  being  the  better  for  speed,  for  even  were  it  written 
wholly  as  light  as  an  L  or  R  hook,  it  would  not  be  mistaken  for  those  hooks 
when  met  with  in  a  sentence,  because  other  words  within  the  sentence  would 
clearly  designate  its  proper  value.  Many  phonographers  make  no  distinc- 
tion whatever  between  the  Way  hook  and  others  resembling  it,  therefore  the 
student  must  be  his  own  judge  and  jury  in  this  matter,  and,  as  he  progresses 
and  becomes  more  familiar  with  all  the  principles  of  this  art,  if  he  can  read 
the  Way  hook  without  thickening  it,  he  is  at  liberty  to  write  it  so ;  and  if 
not,  to  write  it  thickened ;  as  he  pleases. 

HOLDING  THE  PENCIL. 

In  Lesson  I  the  student  is  requested,  when  writing  phonography,  to  hold 
the  pen  or  pencil  between  the  first  and  second  fingers,  merely  keeping  it  in 
place  with  the  thumb.  Most  phonographers  employ  this  method,  though 
there  are  a  few  who  profess  to  prefer  the  ordinary  penmanship  style,  saying 
that  a  special  method  for  short-hand  writing  is  simply  affectation.  This  is 
a  mistake.  The  philosophy  of  the  matter  is  that  in  ordinary  penmanship 
the  letters  all  slant  in  one  direction  and  are  written  always  either  downward 
from  the  right  or  upward  from  the  left,  and  hence  the  regular  penmanship 
manner  of  holding  the  pen  is  decidedly  preferable  in  ordinary  writing;  but, 
in  writing  phonographically,  the  short-hand  characters  are  formed  in  such  a 
variety  of  directions,  downwards  from  the  right,  perpendicularly,  horizont- 
ally, etc.,  etc.,  that  a  special  position  of  the  hand,  if  one  would  make  the 
characters  easily  and  rapidly,  are  two  requisites  which  are  best  secured  by 
holding  the  pen  or  pencil  between  the  first  and  second  fingers,  keeping  it  in 
place  with  the  thumb.  By  employing  this  special  method  the  hand  is  also 
less  liable  to  become  cramped  from  excess  of  work. 


32  PRACTICAL   PHONOGRAPHY. 

EXERCISE. 
A     *\    3\     *\   *  I    *f     r|    s|    ?/*>/"/ 


e  — 

J 


40 


«* 


*        **  #  \ 

N  .......  V 


. 

N  -        n  n  /I 

.*?.\_..:r?.!^..?<J,...**y.^^^  .....  .^..!...f?..]....f».j....... 

L><=  -  ^      »  \  » 

...?f.«rr7r  ......  &  ......  \     «*  "^     6S_^-     ft  t, 


" 


—  A 

OT        \* 


t»i  /^^...4f4..^...A*.  .»...  .*?f.A..  .«*.  .I....*?..  xrfX....«7..cTTT^T^..flf 
S<    ^  1      ..XI*   s^....J*3..  ..  ^?....  "*..:•!•?!....?!*  er^™^  ..f'A.c—^TS..'//.  J...  . 
if        /fla      .          tf*  «aA          -<«**CxX'*^     /a<  g         -t*y-& 


^e^iKoufv'ja~ 

KEY. 


i  per,  2  pel,  3  ber,  4  bel,  5  ter,  6  tel,  7  der,  8  del,  9  cher,  10  chel,  n  jer, 
12  jel,  13  ker,  14  kel,  15  ger,  16  gel,  17  thel,  18  ther,  19  sher,  20  shelling, 
21  facial  (pronounced  fa-shel),  22  fel,  23  fer,  24  ver,  25  vel,  26  shawl,  27 
mel,  28  nel,  29  mer,  30  ner,  31  rel,  32  ler,  33  pry,  34  pray,  35  prow,  36 
prim,  37  paper,  38  pepper,  39  leaper,  40  viper,  41  play,  42  plow,  43  pluck, 
44  brew,  45  brace,  46  broke,  47  labor,  48  bleak,  49  block,  50  bloom,  51  ta- 
ble, 52  bauble,  53  bubble,  54  stable,  55  try,  56  trim,  57  true,  58  dire,  59 
drew,  60  dowry,  61  drake,  62  crow,  63  creep,  64  real,  65  roll,  66  rule,  67 
roller,  68  galley,  69  gallery,  70  normal,  71  camel,  72  canal,  73  tunnel,  74 
melancholy,  75  journal,  76  chronology,  77  mill,  78  mocker,  79  locker,  So 
croacker,  81  clew,  82  claim,  83  clip,  84  tickle,  85  fickle,  86  pickle,  87  Mi- 
chael, 88  treakle,  89  grow,  90  group,  91  glow,  92  gloss,  93  gloom,  94  flee, 
95  flow,  96  flame,  97  fling,  98  free,  99  freak,  100  frog,  101  loafer,  102 
through,  103  thrice,  104  thrive,  105  throb,  106  lover,  107  cramp,  108 
clump,  109  plump,  no  tinner,  in  trainer,  112  thinner,  113  minor,  114 
dinner,  115  grammar,  116  clamor,  117  drainer,  118  trample,  119  precisely, 
120  wake,  121  wag,  122  wan,  123  wing,  124  wire,  125  warm,  126  wick,  127 
wig,  128  wave,  129  wail,  130  womanly,  131  wampum,  132  windy,  133  win- 
try, 134  Wednesday,  135  worthy,  136  wealthy,  137  welfare. 


PRACTICAL   PHONOGRAPHY.  33 

LESSON  V. 
TRIPLE  AND  QUADRUPLE  CONSONANTS. 

In  last  lesson,  the  time-saving  principle  of  double  consonants  was  ex- 
plained; in  this,  the  student  is  introduced  to  still  greater  consonant  combi- 
nations, known  as  the  triple  and  quadruple  series. 

THE  TRIPLE  SERIES  are  of  two  kinds — the  Pier  and  Prel  series  and  the 
Sper  and  Spel  series. 

The  Pier  and  Prel  series  of  triple  consonants  are  made  by  enlarging  the 
hooks  of  the  Per  and  Pel  series  of  double  consonants.  See  signs  46  to  72 
inclusive  in  Exercise. 

The  Sper  and  Spel  series  of  triple  consonants  are  formed  by  converting 
into  a  circle  the  R  hook  of  the  straight  letters  of  the  Per  and  Pel  series  of 
double  consonants  (signs  i  to  8  inclusive);  also,  by  writing  the  S  circle  in- 
side the  L  hook  of  the  straight  letters  of  the  Per  and  Pel  series  of  double  con- 
sonants, and  inside  both  the  L  and  R  hooks  of  the  curved  letters  of  the  Per 
and  Pel  series.  Signs  9  to  26  inclusive. 

An  exception  is  made  in  the  case  of  Sler,  which  has  no  hook.     See  sign  27. 

Sper,  Ster,  Sker,  etc.  (signs  i,  3,  7,  etc.)  will  not  clash  with  Sp,  St,  Sk, 
etc. ;  because,  in  the  former  case,  the  circle  is  written  on  the  left  and  lower 
sides  of  the  main  consonant,  while  in  the  latter,  the  reverse  is  the  case. 
Compare  with  signs  in  Lesson  III. 

THE  QUADRUPLE  SERIES  of  consonants,  like  the  triple  series,  are  of  two 
kinds :  The  Spier  and  Sprel  series  and  the  Sesper  series. 

The  Spier  and  Sprel  series  are  formed  by  adding  a  circle  S  inside  the 
initial  hooks  of  the  Pier  and  Prel  series  of  triple  consonants.  See  signs  93 
to  118  inclusive. 

The  Sesper  series  of  quadruple  consonants  are  formed  by  converting  into 
a  large-sized  circle  the  R  hook  of  the  straight  letters  of  the  Per  series  of 
double  consonants.  This  large  circle  is  written  twice  the  size  of  the  circle 
S,  and  is  really  the  Ses  circle  written  upon  the  R  hook  side  of  the  double 
consonants  of  the  Per  series.  It  is  never  added  to  the  curved  letters,  F,  V, 
etc.,  and  therefore,  when  used,  will  never  be  mistaken  for  Ses-p,  Ses-t,  etc., 
because,  as  with  the  preceding  explanation  of  the  difference  between  Sper 
and  Sp,  the  double  consonants  Sesper,  Sester,  etc.,  are  written  on  the  reverse 
side  of  the  P,  T,  etc.,  to  that  occupied  by  Sesp,  Sest,  etc.  Compare  sign 
126  in  this  lesson's  Exercise  with  the  first  part  of  sign  107  in  Exercise  to 
Lesson  III. 

In  writing  these  triple  and  quadruple  consonants,  they  are  always  com- 
menced at  the  circle  when  it  accompanies  them,  and  at  the  hook  when  the 
combinations  have  no  commencing  circle.  In  reading  the  latter  class  (the 
Pier  and  Prel  series)  the  main  consonant  is  read  first  and  the  hook  ler  or  rel 
last,  as  with  the  R  and  L  hooks  in  the  Per  and  Pel  series  of  double  conso- 


34  PRACTICAL   PHONOGRAPHY. 

nants;  but  in  reading  all  combinations  beginning  with  the  circle  S  (the  Sper 
and  Spel,  Spier  and  Sprel  and  Sesper  series)  the  circle  S  or  Ses  is  read  first, 
the  main  consonant,  P,  B,  etc.,  next,  and  the  hook  or  other  letter  of  the 
combination,  last.  Of  course,  in  above  explanation,  reference  is  made  only 
to  the  consonants  of  a  combination.  Invisible  vowels  may  intervene  between 
any  two  consonants  therein  as  with  the  word  settle  (sign  38)  in  which  word 
an  invisible  vowel  is  indicated  between  the  S  and  the  T  of  Stel,  in  which  case 
S  is  read  first,  invisible  vowel  E  next  and  Tel  last.  No  invisible  vowel,  how- 
ever, can  be  indicated  preceding  the  circles  S  or  Ses,  because  as  explained 
in  Lesson  III,  the  long  sign  for  S,  as  in  the  Visible  Alphabet,  is  written  when 
it  is  desired  to  indicate  an  invisible  vowel  preceding  S. 

In  further  explanation  of  the  use  of  these  triple  and  quadruple  consonants, 
it  is  necessary  to  state  that  not  only  may  an  invisible  vowel  exist  between 
any  two  consonants  of  these  combinations,  as  with  settle,  above  instanced, 
but  any  vowel  may  be  indicated  as  in  spoil  (sign  30)  and  sprawl  (sign  122; 
and,  furthermore,  as  many  invisible  vowels  may  exist  between  the  consonants 
as  there  are  consonants  to  read  them  between,  as  instance  the  case  of  the 
quadruple  consonant  Skier,  which  in  the  position  represented  in  Exercise 
(sign  124)  spells  secular,  thereby  indicating  an  invisible  vowel  between  the. 
S  and  K,  another  between  K  and  L  and  a  third  between  L  and  R. 

There  are  instances,  as  in  sign  86,  stickler,  where  the  full  form  of  hooks 
cannot  be  written,  but  signs  thus  slighted  will  be  quite  easily  read  by  the 
student  after  becoming  somewhat  acquainted  with  them.  Do  not  suppose, 
however,  that  signs  35  and  37  are  in  the  least  slighted,  for  those  words, 
descry  and  subscribe,  are  perfectly  formed,  being  analyzed  thus:  d-skr-i; 
sub-skr-i-b. 

EXERCISE. 

i  \    A\    cH     4-1      S/     6  /    r  o  —   So  —    9^  JO3}  a)  A 

^7l     IS  '/*  iqf  AOe.  _  ,2/e—    .2.2  ^_    «2<3^_  £*  C 


\...  C?£.....^.P....fg 


»j*!ZLcr.^^  y*^ 

96^    lyj   98  [    ??T   ioo\   lot  J  u^f*    io3  *}   iQV-f*  loser-    So6  c_  lot 


°\   &JLJ&L\ 


PRACTICAL   PHONOGRAPHY.  35 

KEY. 

i  Sper  2  sber  3  ster  4  sder  5  scher  6  sjer  7  sker  8  sger  9  sfer  10  sver  n  sther 
12  smer  13  sner  i4spel  15  sbel  16  stel  17  sdel  18  schel  19  sjel  20  skel  21  sgel 
22  slel  23  svel  24  sthel  25  smel  26  snel  27  sler  28  sprig  29  sprinkle  30  spoil 
31  straw  32  strew  33  straggle  34  scrub  35  descry  36  lustrous  37  subscribe  38 
settle  39  subtle  40  sitter  41  spree  42  sickly  43  soaker  44  suffer  45  sinner  46 
pier  47  prel  48  bier  49  brel  50  tier  51  trel  52  dler  53  drel  54  chler  55  chrel 
56  jler  57  jrel  58  kler  59  krel  60  gler  61  grel  62  flcr  63  frel  64  vler  65  vrel 
66  thler  67  threl  68  shier  69  mler  70  mrel  71  nler  72  nrel  73  trial  74  teller 
75  Charles  76  frill  77  frail  78  crawl  79  collar  So  clear  81  corporal  82  tattler 
83  tippler  84  tolerable  85  territorial  86  stickler  87  straggler  88  pastoral  89 
buckler  90  cobbler  91  clergy  92  gambler  93  spier  94  sprel  95  sbler  96  sbrel 
97  stler  98  strel  99  sdler  100  sdrel  101  schler  102  schrel  103  sjler  104  sjrel 
105  skier  106  skrel  107  sgler  108  sgrel  109  sfler  no  sfrel  in  svler  112  svrel 
113  sthler  114  sthrel  115  smler  116  smrel  117  snler  118  snrel  119  settler  120 
saddler  121  sabler  122  sprawl  123  scholar  124  secular  125  sesper  126  sister 
127  sisterly. 

LESSON  VI. 

FINAL  HOOKS. 

A  small  final  hook  written  on  the  right  hand  side  of  upright  and  slanting 
straight  letters  and  on  the  upper  side  of  horizontal  ones  represents  the  addi- 
tion of  either  F  or  V.  Signs  i,  2,  3  in  Exercise.  S  or  Z  may  be  added  to 
this  hook  by  writing  the  circle  within  the  hook.  Signs  11,12  and  13.  This 
F  or  V  hook  is  never  added  to  the  curved  letters,  F,  V,  etc.,  but  may 
sometimes  be  added  after  the  circle  S,  as  in  sign  90  in  Exercise. 

A  similar-sized  final  hook  written  on  the  left-hand  side  of  upright  and 
slanting  straight  letters,  on  the  lower  side  of  horizontal  ones,  and  added  in 
the  most  convenient  manner  to  curved  letters,  represents  the  addition  of  N. 
Signs  15,  19,  24  and  25.  The  S  or  Z  circle  is  added  to  this  hook,  on  curved 
letters,  by  writing  the  circle  within  the  hook  (sign  39) ;  and  to  the  straight 
consonants,  by  converting  the  N  hook  into  a  complete  circle  (signs  35  and 
36),  in  a  manner  similar  to  that  by  which  S  is  added  to  Per  in  Lesson  V. 
This  conversion  forms  what  is  called  the  Ns  circle,  which  need  not  be  mis- 
taken for  the  plain  circle  S,  because  the  original  S  circle  is  written  on  the 
right-hand  side  of  upright,  and  the  upper  side  of  horizontal  characters.  This 
Ns  circle  may  be  enlarged  to  represent  the  sounds  of  Nses  or  Nzes  (signs  41 
and  42),  the  Nses  circle  really  being  a  Ses  circle  written  on  the  N  hook  side. 
Neither  the  Ns  or  the  Nses  circle  are  ever  added  to  curved  letters. 

A  larged-sized  final  hook  written  on  the  same  side  of  full-sized  consonants 
as  that  on  which  the  F  or  V  hook  is  added,  represents  the  addition  of  the 


36  PRACTICAL   PHONOGRAPHY. 

sounds  Vive,  Viv  or  Tiv.  Signs  67,  68  and  69.  This  hook,  like  the  F  and 
V  hook,  is  never  added  to  curved  letters. 

A  large  final  hook  written  on  the  same  side  of  full-sized  consonants  as  that 
on  which  the  N  hook  is  written,  represents  the  addition  of  the  sound  Shun, 
as  heard  in  the  words  represented  by  signs  46,  47  and  56,  in  Exercise. 

The  circle  S  or  Z  is  added  to  both  the  Shun  and  Tiv  hooks,  by  enclosing 
the  circle  S  or  Z  within  the  hooks,  in  the  manner  illustrated  by  signs  63, 
75,  etc.,  in  Exercise.  In  adding  the  circle  to  these  large  hooks,  care  should 
be  taken  that  this  addition  does  not  crowd  those  large  hooks  into  a  resem- 
lance  to  the  smaller  F  or  V  or  N  hooks.  This  is  easily  avoided  by  making 
the  large  hooks  somewhat  larger,  when  adding  the  circle,  than  ordinary. 

Some  phonographers  write  the  Shun  and  Tiv  hooks  transposed,  but  this 
is  very  inadvisable,  for  many  reasons.  For  instance,  by  writing  the  Shun 
hook  on  the  under  side  of  K,  the  word  affectionate  (sign  78)  is  very  easily 
written,  but  write  the  Shun  hook  on  the  reverse  side  and  the  student  will 
find  that  he  can  write  as  far  as  the  sound  Shun  in  the  word,  but  when  he  at- 
tempts to  add  the  final  syllable  ate,  his  Shun  will  be  spoiled  entirely.  This 
will  never  happen  in  writing  the  syllables  Shun  or  Tiv  in  the  positions  pre- 
scribed in  these  lessons.  The  only  syllables  which  are  most  likely  to  follow 
Tiv  are  ly  or  ness,  the  latter  being  easily  added  in  either  case  and  the  former 
(._)')  being  easily  added  to  Tiv  only  when  Tiv  is  written  upon  the  side  pre- 
scribed in  this'  lesson.  See  sign  81  in  Exercise.  Then  again,  it  is  much 
more  reasonable  to  suppose  that  Tiv  containing  a  V  sound  should  be  written 
on  the  same  side  as  the  V  hook,  and  that  Shun  containing  an  N  sound  should 
be  written  upon  the  same  side  as  an  N  hook;  an  arrangement  which  is  also 
a  great  aid  to  the  memory. 

The  sounds  of  Sesshun  or  Sisshun,  as  heard  in  the  words  -possession,  posi- 
tion, decision,  etc.,  are  nicely  represented  by  continuing  the  circle  S,  when 
added  to  full-sized  consonants,  into  a  hook,  as  in  signs  numbered  83  and  84. 
The  Ns  circle  continued  into  the  same  kind  of  a  hook  may  similarly  repre- 
sent the  sound  of  Ensesshun,  as  heard  in  the  word  transition,  sign  85.  The 
circle  S  or  Z  is  added  to  these  hooks  as  in  sign  86. 

In  sign  29,  of  this  Exercise,  the  N  hook  of  the  word  shown  is  apparently 
written  identically  the  same  as  the  L  hook  of  the  word  facial,  sign  21,  in 
Lesson  IV.  This  resemblance,  however,  is  only  a  seeming  one.  The  L 
hook,  when  added  to  Ish,  can  never  be  mistaken  for  an  N  hook,  for  the  fol- 
lowing reasons :  First,  when  L  and  Ish  are  the  only  consonants  in  a  word, 
the  L  hook  is  not  made  use  of,  L  being  written  out  in  full,  as  with  sign  26 
in  Lesson  IV.  Second,  the  Ish  in  sign  21,  Lesson  IV,  is  written  upwards 
and,  therefore,  the  hook  attached  to  it  must  be  an  initial  hook,  for  were  it  a 
final  hook,  the  Ish  being  written  upwards,  the  hook  would  be  written  on  the 
upper  end.  Third,  the  hook  in  sign  21,  Lesson  IV,  being  an  initial  hook, 


PRACTICAL   PHONOGRAPHY.  37 

it  could  not  be  N,  for  N  is  a  final  hook.  Fourth,  the  L  hook  never  being 
added  to  Ish  unless  some  other  consonant  is  contained  in  the  combination 
and  the  R  hook  being  added  to  Ish  only  as  in  sign  19,  Lesson  IV,  therefore 
the  hook  in  sign  29,  this  Exercise,  must  be  a  final  hook  and  being  a  small 
final  hook  it  must  be  N,  for  the  F  or  V  hook  is  never  added  to  curved  letters. : 
In  the  paragraph  immediately  preceding  the  Exercise  to  Lesson  III,  of 
this  course  of  instruction,  promise  was  made  that  a  rule  would  shortly  be 
given  which  would  determine  the  difference  between  the  words  fun  and 
funny,  and  other  similar  words  in  which  N  is  the  last  consonant.  The  in- 
struction now  presented  has  prepared  the  student  for  this  explanation,  the 
second  paragraph  of  this  lesson  directly  providing  for  the  distinction.  In' 
other  words,  fun  snd  other  words  terminating  with  the  letter  N,  are  written^ 
with  the  use  of  the  hook-N  (sign  25),  while  words  ending  with  the  syllable, 
tiy  are  written  with  the  Visible  Alphabet  sign  for  N,  the  final  vowel  sound 
of  y,  by  this  distinction  in  outline,  being  indicated  invisibly,  as  in  sign  7  of 
Lesson  III. 

NS  VERSUS  S. 

The  small  circle  S,  when  occurring  in  such  junctures  as  task  (sign  91  in 
Exercise),  is  frequently  misunderstood,  until  its  formation  is  properly  ex- 
plained, to  be  an  Ns  circle.  While,  however,  its  shape  is  exactly  that  of 
the  Ns  circle,  yet  its  right  to  be  written  in  the  same  manner  is  very  conclu-! 
sive.  This  can  be  best  illustrated  by  writing  the  letter  T,  and  the  combina-; 
tions  t-n-s-k,  t-s-k  and  t-k  side  by  side  upon  the  same  line  (as  in  signs  92  to 
95),  and  comparing  them.  The  letter  T  (sign  92),  it  will  be  observed,  is 
written  directly  on  and  touching  the  dotted  line  being  written  upon.  To 
add  Ns  to  that  letter  one  must  necessarily  first  turn  the  end  of  the  T  which 
rests  on  the  line  into  an  N-hook  and  then  bring  in  round  into  a  circle,  after 
which,  if  we  want  to  add  K,  the  K  will  appear  somewhat  above  the  line  on 
which  the  T  rests,  as  in  sign  93.  When,  however,  only  S-k  is  to  be  added 
to  T,  the  S  is  written  under  the  line,  at  the  lower  end  of  the  T,  thus  bring- 
ing the  final  letter  K  on  the  line  (sign  94)  as  perfectly  as  T-k  is  written 
without  the  S,  in  sign  95.  This  arrangement  clearly  isolates  the  circle  S  (in 
sign  94)  from  any  collusion  with  the  letters  T  or  K,  excepting  as  a  joined: 
letter,  and  clearly  indicates  that  it  is  not  written  on  the  left-hand  side  of  T,| 
as  might  be  supposed,  but  rather  on  the  underside,  which  as  perfectly  de-' 
clares  its  individuality  as  though  it  were  written  upon  the  right-hand  side, 
an  arrangement  which,  in  this  sort  of  a  combination,  would  be  quite  awk- 
ward, and  is  a  needless  one,  as  this  similarity  between  the  S  and  Ns  circles 
will  never  underany  circumstances  cause  them  to  be  mistaken  the  one  for  the 
other.  True,  t-s  k  might  have  been  written  as  in  sign  96,  in  Exercise,  to 
distinguish  it  from  t  n-s-k  (sign  93),  or  t-n-s-k  might  have  been  formed  like 

452262 


PRACTICAL   PHONOGRAPHY. 


sign  97  of  Exercise,  in  contradistinction  to  the  manner  of  writing  t-s-k  in 
sign  94,  but  no  special  advantage  in  legibility  would  have  been  gained  and 
a  loss  of  speed-element  would  surely  have  resulted  ;  therefore  is  the  student 
particularly  warned  against  the  false  junctures  formed  in  signs  96  and  97. 
The  student  should,  however,  not  conflict  these  last-named  signs  with  the 
correct  formation  of  the  circle  S  in  signs  35  and  37,  in  Exercise  to  Lesson  V, 
because,  in  that  lesson,  the  S  circle  also  indicates  the  letter  R  and  is  not  at 
all  cumbrously  written,  even  though  it  may  appear  so  when  hastily  analyzed. 

EXERCISE. 


-^^^ 


-^2  **..-...  **.TI?.*  I 
S-?  <J 


&\        63  J 
y_ 


>  yg-3  rf     \9  _il. 


&^V^sW^J?^-p  « 
i^^^^lM^l 


?_i=..-f*-J -^  I 


INCORRECT  OUTLINES. 
T  «T«I 

f<r  k ?r  d 


KEY. 

i  Puff,  2  Dave,  3  cave,  4  prove,  5  prefix,  6  brave,  7  strife,  8  define,  9 
drive,  10  driven,  n  puffs,  12  Dave's,  13  caves,  14  graves,  15  pain,  16  spine, 
17  sprain,  18  brain,  19  tone,  20  stone,  21  strain,  22  drown,  23  clown,  24 
gain,  25  fun,  26  rain,  27  vine,  28  known,  29  shown,  30  flown,  31  frown, 
32  Roman,  33  Berlin,  34  down,  35  pains,  36  gains,  37  mourns,  38  ye,  39 
shines,  40  manes,  41  tenses,  42  pounces,  43  prances,  44  bounces,  45  trounces, 
46  potion,  47  caution,  48  suction,  49  secretion,  50  tuition,  51  diction,  52 
sanction,  53  direction,  54  selection,  55  reception,  56  mission,  57  nation,  58 
tension,  59  redemption,  60  solution,  61  fusion,  62  affection,  63  stations,  64 
sections,  65  pretensions,  66  distensions,  67  reactive,  68  dative,  69  revive, 
70  creative,  71  reflective,  72  deflective,  73  vocative,  74  defective,  75  captives, 
76  fugitives,  77  putative,  78  affectionate,  79  affectionately,  80  affective,  81 
affectively,  82  possession,  83  decision,  84  procession,  85  transition,  86  posi- 
tions, 87  transitional,  88  service,  89  services,  90  receive,  91  task,  92  T,  93 
t-n-s-k,  94  t-s-k,  95  t-k. 


PRACTICAL    PHONOGRAPHY.  39 

LESSON  VII. 
THE  ST  AND  STR  LOOPS. 

A  loop  half  the  length  of  a.  full-sized  consonant  and  written  on  the  same 
side  of  consonants  as  the  circle  S  or  Z  is  written  upon,  represents  the  addi- 
tion of  St  or  Sd  to  the  main  consonant.  Signs  6,  7,  8  and  9. 

A  larger  loop  adds  Str.     Sign  21. 

When  these  loops  are  added  to  the  R  hook  side  of  P,  B,  etc.,  the  P  or  B 
become  double  consonants,  just  as  though  the  R  hook  was  actually  there,  the 
P  or  B  being  pronounced  Per,  Ber,  etc.,  as  the  case  may  be,  the  St  or  Str 
being  read  first,  as  in  signs  23  and  24  (St-per,  Str- per)  stopper,  stroppir. 
A  comparison  of  sign  23  with  sign  8  and  sign  24  with  sign  22,  will  show 
their  difference  of  outline,  and  individual  significance.  When  the  St  or  Str 
loops  terminate  a  word,  the  letter  N  may  be  indicated  in  a  manner  similar 
to  the  above  indication  of  the  letter  R.  It  is  done  by  writing  the  St  or  Str 
loop,  as  the  case  may  be,  on  the  N  hook  side  of  a  letter,  thereby  clearly  indi- 
cating N  without  writing  it.  Compare  signs  21  and  25.  This  is  on  the  same 
principle  as  the  Ns  circle.  When  the  circle  S  is  the  last  consonant  in  a 
word  and  is  immediately  preceded  by  the  hook  St,  Sd  or  Str,  the  circle  S  is 
added  to  those  letters  as  in  signs  13,  14,  26. 

Young  students  of  this  "art  of  winged  words"  sometimes  are  at  a  loss  tc 
understand  why  phonographers  indicate  the  addition  of  an  R  to  St,  by  writ- 
ing St  on  the  R  side  of  P,  B,  etc.,  when,  as  they  think,  that  unnecessary 
trouble  might  be  obviated  by  the  use  of  an  Str  loop,  which  contains  the  R 
without  special  assignment  of  position.  The  reason  this  question  is  very 
generally  asked  is  because  a  student  does  not  always  immediately  grasp  the 
particular  use  of,  and  difference  between  these  combinations.  Let  us  look 
carefully  at  the  two  signs  22  and  23.  Truly  the  loop  of  both  signs  indicate 
the  same  four  consonants.  But  let  U5  investigate  farther.  Let  us  take  the 
entire  word  of  each  sign.  The  first  is  strop j  the  other  stopper.  Now,  ana- 
lyse them  phonographically,  leaving  out  vowels  and  repeated  consonants, 
and  we  find  their  outline  to  be — sign  22,  Str-p;  sign  23,  St-pr.  Looking  at 
these  analyses,  we  discover  that  the  R  in  sign  22  precedes  the  letter  P,  while 
in  sign  23,  it  follows  the  P.  This,  then,  is  the  sole  secret  of  their  difference 
i;i  outline.  You  could  not  spell  ^topper,  by  writing  an  Str  loop  on  the  right- 
hand  side  of  the  letter  P,  because  loops  on  that  side  are  read  be/ore  the  letter 
to  which  they  are  joined ;  and  you  could  not  spell  strop  by  writing  the  St 
loop  on  the  R  hook  side  of  P,  because  in  all  instances  where  an  R  is  indi- 
cated in  that  manner,  the  R  is  read  after  the  P. 

As  will  be  seen  in  Exercise,  the  St.  and  Str.  loops  are  added  either  be- 
ginning or  ending  a  word  and  after  some  letters  they  may  easily  be  employed 
in  the  middle  of  a  word.  Signs  15  and  16. 


40  PRACTICAL   PHONOGRAPHY. 

THE  HALVING  PRINCIPLE. 

T  and  D  occur  so  frequently  in  words  of  daily  use,  and  the  representation 
of  these  letters,  by  writing  their  full  phonographic  outlines,  is  often  so  cum- 
brous, that  a  shorter  way  of  expressing  their  sounds  was  devised  early  in  the 
history  of  phonography.  It  is  done  by  halving  the  consonant  immediately 
preceding  T  or  D,  and  is  termed  the  Halving  Principle.  Therefore,  all  con- 
sonants, whether  simple  or  compound,  excepting  Ing  and  Emb  or  Emp, 
when  halved,  express  the  addition  of  either  T  or  D.  Signs  47,  48,  etc. 

Ing  nor  Emb  and  Emp  not  being  halved,  wl.en  the  sound  of  D  is  required 
to  be  added  to  the  light  strokes  N  and  M,  those  letters,  as  well  as  Ith,  and 
V,  should  also  be  made  heavy,  besides  being  halved.  Signs  40,  42,  52  and 
60.  When  it  is  the  sound  of  the  letter  T  which  is  required  to  be  added,  the 
signs  should  remain  light.  See  signs  43,  47,  56  and  57. 

Always  write  the  light  stroke  L-T  (sign  67)  upwards  and  the  heavy  stroke 
L-R-D  (sign  68)  downwards. 

There  are  some  instances  (signs  ic6  and  107)  wherein  it  is  impossible  to 
join  the  syllable  ted  to  the  rest  of  the  word  and  preserve  legibility. 

A  halved  S  is  sometimes  more  conveniently  stricken  upwards  than  down- 
wards, as  instance  signs  109  and  no. 

In  making  use  of  the  half-length  consonants,  care  should  be  taken  that 
such  use  does  not  become  an  abuse.  For  instance,  while  the  word  mud  may 
be  rightly  written  as  in  sign  60  in  Exercise,  muddy  must  be  written  as  in 
sign  61,  because,  though  both  words  possess  the  same  phonographic  conso- 
nants (Mand  D),  yet  there  is  a  concluding  vowel  sound  in  muddy,  which 
necessitates,  for  complete  pronunciation  and  vocalization,  the  use  of  the  ex- 
tended form.  This  rule  applies  to  all  words  terminating  with  a  vowel  sound. 

EXERCISE. 


TTO        1i  \     ft  ^  73  c 

......  I  ...... 


<-  o 

JZZLJ&L*^^ 


-XV  ^Ay  ^-O  V^  x — 4  /    I 

*!...S.....Ml<t.f..        J.?*.^.... .^?~._. ^.3  <A_3    Jf.?.f.      — -.**  .ll.....^7.. 

-,  '^l  ^^ 

\* 


*~* 


PRACTICAL    PHONOGRAPHY. 


KEY. 

I  mist,  2  past,  3  toast,  4  trust,  5  crest,  6  raised,  7  fast,  8  stop,  9  staid, 
10  still,  ii  sting,  12  step,  13  coasts,  14  nests,  15  testify,  16  distinct,  17  jus- 
tify, 1 8  coaster,  19  fluster,  20  bolster,  21  poster,  22  strop,  23  stopper,  24 
stropper,  25  punster,  26  punsters,  27  streak,  28  string,  29  strung,  30  stride, 
31  strength,  32  strangle,  33  stream,  34  praised,  35  rock,  36  rocked,  37  rib, 
38  ribbed,  39  love,  40  loved,  41  clothe,  42  clothed,  43  that,  44  sent,  45 
fought,  46  flight,  47  lot,  48  slight,  49  fright,  50  sprite,  51  trot,  52  sound, 
53  sold,  54  sort,  55  feud,  56  notes,  57  mates,  58  coats,  59  sacred,  60  mud, 
6 1  muddy,  62  pride,  63  blight,  64  crowd,  65  cloud,  66  greet,  67  let,  68 
Lord,  69  yield,  70  doubt,  71  brought,  72  meet,  73  bold,  74  failed,  75  fault, 
76  knelt,  77  mattress,  78  pullet,  79  found,  80  mind,  81  land,  82  rent,  83 
braved,  84  grooved,  85  strained,  86  surround,  87  midnight,  88  sentiment, 
89  named,  90  maiden,  91  bottom,  92  portrait,  93  deserved,  94  engraved, 
95  rapid,  96  refined,  97  better,  98  captivate,  99  titled,  100  labored,  101  re- 
proved, 102  renowned,  103  sounded,  104  fitted,  105  needed,  106  dated, 
107  treated,  108  knowest,  109  noisiest,  no  raciest,  in  receive,  \\±  re- 
ceived, 113  noted,  114  mitred,  115  proved,  116  derived,  117  dreaded,  118 
freighted. 


LESSON   VIII. 
THE  VOWEL  WORD-SIGNS. 

Of,  lie  LA11 

To,  I ,  tlie  \     Two 

Aye  Too 


.!...  Already 
i      0,  OVi,  owe 

.   Before 
i 

.:...  OugKi 

,     Wko 
...  Whom 


_    A,  an>  ana, 


c     Were,  one, way 
....  Would 
L  Why 
3    Where 
.  WKen 

5 

!?.„  Ye, year, year; 
n      ion ,  y  our , your' 

Beyond 

L  Yet 

w     U,  you  ,y  our  ,y 

•j"  Yes 


42  PRACTICAL   PHONOGRAPHY. 

There  are  a  number  of  words  in  our  language  whose  frequent  recurrence 
and  consequent  rapid  utterance,  precludes  the  possibility  of  writing  them 
as  fast  as  spoken,  with  simply  the  aid  of  the  abbreviated  method  presented 
in  the  foregoing  pages.  To  provide  for  this  emergency,  phonographers  em- 
ploy simple  signs,  a  few  of  them  necessarily  partly  arbitrary,  but  which,  as  a 
general  rule,  are  really  elements  (when  convenient,  the  most  conspicuous 
one)  of  the  words  they  represent.  Such  are  termed  word-signs,  and  though 
with  a  few  exceptions,  composed  of  the  letters  cf  the  phonographic  alphabet, 
will  in  no  wise  be  mistaken  for  those  characters  after  the  pupil  has  become 
somewhat  familiar  with,  and  has  met  them  a  few  times  in  a  sentence. 

Those  of  vowel  origin  are  given  in  the  foregoing  list,  which  list  contains 
the  only  arbitrary  characters  in  PRACTICAL  PHONOGRAPHY,  but  which  partic- 
ular list  being  almost  entirely  composed  of  arbitrary  characters,  the  student 
must  not  expect  in  them  to  find  any  elements  of  previously  explained  prin- 
ciples; that  is,  he  or  she  must  neither  expect  them  to  agree  in  position  with 
their  vowel  sound  nor  their  outline  to  be  composed  of  any  portion  of  the 
consonants  of  the  words  they  represent.  There  are,  as  already  intimated,  a 
few  instances  in  the  vowel  word  sign  list  in  which  previously  explained 
principles  will  be  recognized,  but  they  are  exceptional  and  infrequent. 
With  subsequent  lists,  however,  the  word-signs  will  follow  a  set  rule,  con- 
taining at  least  one  consonant  element  of  the  words  they  represent,  and 
oftentimes  one  or  more  vowel  elements  as  well,  so  that  future  lists  will  be 
much  more  easily  committed  to  memory  than  the  foregoing. 

The  student  will  please  note  that  in  the  lists  of  word-signs,  a  dotted  line 
is  placed  beneath,  through,  or  over  some  of  the  signs.  This  dotted  line 
must  not  be  mistaken  to  be  a  part  of  the  sign  itself.  It  is  merely  placed 
there  as  in  the  Exercises,  to  show  that  the  same  word-sign,  in  order  to  re- 
present different  words,  is  sometimes  written  on,  above,  through  or  under 
the  line,  as  in  the  case  of  the  indication  of  invisible  vowels.  Thus,  the  stu- 
dent finds  that  in  Phonography  words  are  denoted  by  the  position  of  a  single 
consonant  or  syllable  in  the  same  manner  that  a  vowel  sound  of  a  word  is 
indicated  by  the  position  of  a  consonant. 

Lists  of  word-signs  should  be  thoroughly  committed  to  memory  and  re- 
peatedly copied,  a  proceeding  which  will  result  in  the  discovery  that  some 
word-signs  may  represent,  in  a  single  position,  either  of  several  words,  as  in 
the  case  of  the  visible  vowel  I,  which,  in  above  list  (see  second  vowel  word- 
sign  in  foregoing  list),  also  represents  either  to  or  the.  Yet  no  difficulty 
need  be  apprehended  in  regard  to  deciphering  such  signs  when  met  with  in 
regular  sentences,  because  words  preceding  or  following  these  signs  within  a 
sentence  will  readily  decide  which  particular  word  the  sign  is  intended  to 
represent  at  the  time.  This  the  student  would,  however,  have  readily  dis- 
covered without  explanation,  before  he  or  she  had  progressed  very  far  with 


PRACTICAL    PHONOGRAPHY.  43 

the  Exercises,  but  there  are  other  instances  in  foregoing  list  which  the  stu- 
dent would  probably  not  have  comprehended  without  both  full  and  imme- 
diate instruction.  Reference  is  made  to  single  words  which,  in  the  forego- 
ing list,  are  in  different  situations  represented  by  a  different  sign, — see  fifth 
and  tenth  signs  in  foregoing  list — an  arrangement,  the  advisability  of  which, 
the  intelligent  student  may,  at  first  sight,  be  disposed  to  question.  To 
rightly  explain  this  seeming  inconsistency,  it  is  necessary  that  the  author 
first  describe  a  principle  of  rapid  writing  quite  as  important  as  any  pre- 
viously explained.  It  is:  that  an  absolute  necessity  with  rapid  short-hand 
writing — a  necessity  quite  as  absolute  as  that  of  a  method  of  word-signs  rep- 
resenting words  of  frequent  recurrence — is,  that  many  words  and  phrases  be 
written  without  separation,  and  also  without  lifting  the  pen  from  the  paper. 
This  great  time-saving  principle  will  be  found  to  be  a  beautiful  method  of 
phrase -representation  and  perfectly  easy  to  read,  after  writing.  At  first,  as 
a  little  thought  is  requisite  in  order  to  make  the  best  junctures  possible,  it 
may  appear  that  longer  time  is  required  to  join  each  word  than  to  write 
them  separately,  but  this  difficulty  will  diminish  with  each  Exercise,  and 
become  more  and  more  of  a  pleasure  with  each  progression.  This  brings  us 
better  prepared  to  the  query — Why  employ  two  signs  to  represent  one  word  ? 
The  reason  lies  in  the  fact  that  in  joining  the  words  in  the  phrase,  The  lady 
you  know,  (phrase  98  in  exercise)  and  in  the  phrase,  The  name  is  mine, 
(phrase  99)  neither  sign  for  the  would  answer  in  both  cases.  True,-  the  sign 
for  the  which  also  represents  should  in  foregoing  list  might  be  written  down- 
wards in  one  instance  and  upwards  in  the  other,  thus  giving  the  sign  for  the 
the  same  slant  in  both  instances.  But  to  write  the  sign,  for  the  same  word,  up- 
wards in  some  instances  and  downwards  in  others,  would  be  found  in  these 
cases  to  be  more  conflicting  than  to  use  two  different  signs  for  the  same  word. 
Hence  to  secure  legible  and  facile  phrase-writing  (which  in  every  instance 
means  increased  speed)  photographers,  in  the  instances  occurring  in  the  fore- 
going list  of  word-signs,  avail  themselves  of  two  different  forms  for  the  same 
word,  subjecting  them,  however,  to  certain  rules  which  as  clearly  indicate  their 
meaning  when  used,  as  if  but  one  sign  was  invariably  employed  for  one  word. 
For  instance:  such  words  are  of  two  kinds — First,  those  words  for  which 
the  student  has  »<?/been  given  a  sign  in  previous  lessons,  (to  all  of  which  the 
preceding  explanation  referring  to  phrases  98  and  99  in  Exercise,  fully  ap- 
plies) ;  secondly,  words  for  which  the  student  has  been  given  a  sign  in  pre- 
vious lessons,  but  which  take  an  additional  one  in  this  list  of  Vowel  Word- 
Signs.  Of  this  latter  class,  there  are  but  two  instances — I  and  A— the  letter 
I  being  represented  by  the  second  and  eighth  signs  of  the  foregoing  list,  A 
by  the  fifth  and  tenth  signs  of  same.  In  making  use  of  those  four  signs,  if 
students  will  observe  the  following  rules,  they  will  experience  no  difficulty 
whatever  in  reading  notes  in  which  those  signs  occur : 


44  PRACTICAL   PHONOGRAPHY. 

1.  When  I  or  A  are  intended  for  initials  only,  always  write  their  original 
alphabetical  signs  (second  and  fifth  in  list  of  Vowel  Word-Signs)  not  joining 
them  to  any  other  phonographic  character. 

2.  When  I  or  A  are  written  as  visible  vowels,  and  as  such  are  joined  to 
other  phonographic  characters,  also  make  use  of  their  original  alphabetical 
signs  as  before  indicated  in  second  and  fifth  signs  of  foregoing  list. 

3.  When  I  or  A  are  intended  for  words  (/".  e.  the  personal  pronoun  I,  or 
indefinite  article  A),  each  word  may  be  indicated  by  either  of  its  two  signs, 
as  shown  in  list  of  Vowel  Word-Signs,  providing  the  sign  used  is  joined 
to  some  other  phonographic  character  by  phrasing.     But,  should  the  sign 
used  be  written  separately,  neither  signs  eighth  nor  tenth  in  list  of  Vowel 
Word-Signs  can  be  employed. 

In  joining  words  into  phrases,  it  is  not  out  of  order  to  write  a  sign  in  two 
different  ways  (upwards  in  some  instances  and  downwards  in  others)  when, 
by  so  doing,  the  sign  may  be  made  to  indicate  two  entirely  different  words 
and  meanings.  For  instance,  it  is  only  very  infrequently  that  the  first  word- 
sign  of  the  above  list  of  Word-Signs  is  used  to  represent  the  personal  pro- 
noun he,  the  seventh  word- sign  in  the  list  being  the  one  most  generally  used. 
Hence,  in  some  junctures  with  other  words,  there  is  the  slightest  possible 
danger  that  the  latter  sign,  (representing  also  the  word  on)  may  be  mistaken 
for  that  word,  if  the  sign  is  always  written  in  the  same  direction  to  indicate 
both  words.  This  possible  confliction,  is  therefore,  nicely  avoided  in  joined 
words,  by  always,  when  convenient,  writing  the  seventh  sign  in  above 
Vowel  List  upwards  to  the  right  when  on  is  intended,  and  downwards  to  the 
left  when  he  is  the  word  to  be  indicated. 

The  eighth  word-sign  in  above  list  is  always  written  upwards  to  indicate 
either  of  the  words  opposite  it. 

In  joining  phonographic  word-signs  and  outlines  into  phrases,  the  ordin- 
ary rule  is  to  place  the  first  word  in  its  proper  place-position,  and  let  the 
other  words  in  the  phrase  take  care  of  themselves,  in  the  same  manner  that 
the  second  vowel  sound  in  a  long  word  is  treated ;  but,  like  the  rule  govern- 
ing the  second  vowel  sound  in  a  word,  there  are  also  occasions  when  the 
general  rule  governing  the  second  word-sign  in  a  phrase  will  not  apply,  the 
exceptional  instances  being  provided  for  in  a  subsequent  lesson. 

When  either  of  the  word-signs  representing  /,  the,  a,  he,  we  or  you  occur 
^within  a  sentence,  they  should  invariably  be  joined  to  either  the  word  im- 
mediately preceding  or  following  them,  even  if  no  other  words  in  the  sen- 
tence are  joined.  This  rule  carefully  abided  by,  will  always  distinguish 
those  words  from  others  represented  by  the  same  signs,  which  should,  for 
distinction,  be  written  on  most  occasions  without  juncture. 

To  avoid  confliction  with  half-length  consonants,  always  write  the  vowel 
word-signs,  and  all  visible  vowels,  about  one-eighth  the  size  of  a  full-sized 


PRACTICAL  PHONOGRAPHY.  45 

consonant.  In  other  words,  write  them  as  small  as  possible,  the  merest  ticks 
being  sufficient.  This  will  serve  as  a  perfect  method  of  distinction  between 
the  vowel  word-signs  in  the  foregoing  list  and  the  half-length  word-signs 
which  follow  in  a  subsequent  lesson. 

Now  that  the  writing  of  visible  vowels  is  entering  more  largely  into  the 
student's  practice,  the  difference  between  them  and  their  invisible  sound- 
equivalents  need  explanation.  In  indicating  the  vowels  invisibly,  only  two 
are  represented  in  the  second  position,  on  the  line  (A  and  O),  the  others  be- 
ing indicated,  as  the  student  is  aware,  by  other  place-positions,  above, 
through  or  under  the  line.  From  the  practice  of  this  principle  of  invisible 
vowel-representation,  students  are  sometimes  apt  to  confuse  the  visible 
vowel-sounds  of  the  Visible  Alphabet,  and  to  write  the  visible  signs  for  I,  E 
or  Oi  above  the  line,  U,  Oo  and  O\v  under  the  line.  Such  treatment  is  en- 
tirely incorrect.  The  proper  place  for  every  visible  sign,  vowel  or  consonant, 
is  in  the  second  position,  on  the  line,  as  in  the  Visible  Alphabet.  It  is  only 
when  vowels  are  indicated  invisibly,  that  different  place-positions. are  made 
use  of,  and  then  it  is  the  consonants  which  change  their  position  to  indi- 
cate the  additional  sound.  This  explanation  will  make  plain  to  the  student, 
the  reason  why  the  second  sign  in  the  foregoing  list  of  Vowel  Word-Signs 
represents  the  personal  pronoun  I,  instead  of  the  first  sign  and  why  the  visi- 
ble vowel  U  is  written  on  the  line  in  preceding  Word-Sign  List,  instead  of 
beneath  it. 

Having  first  thoroughly  mastered  the  foregoing  list  of  Vowel  Word- Signs, 
the  student  will  proceed  to  similarly  memorize  the  following 

PARTIAL  LIST  OF  CONSONANT  WORD-SIGNS. 


\  Up 

— 

Give,  diven                    ^r^ 

In,  never 

\   Be,  Leen 

— 

Together                       x_^ 

No 

rri        i 

\    To  ie 

v. 

For,  four,  fourth            >r^ 

Thing",  lone? 

......    lime,  what 

J^ 

Far                                 *^s 

Lantfuarfe 

&       tb 

1       It,  take 

~^ 

TJ                                                    o 

Is,  his 

1      Do 

( 

Them,  think                o 

As,  has 

/  Which 

) 

So 

0 

Was 

/  Advantage 
-Are 
Z3  Kingdom 
—  Can,  came,  come 

J 
r 

Shall,  usual,  usually 

Will 

Me,  my 

First,  is  it 
As  it,  has  it 
Was  it 

46  PRACTICAL   PHONOGRAPHY. 

The  circle  S  or  Z  may  be  added  to  any  of  the  above  word-signs  in  the 
manner  indicated  in  signs  14,  16  and  17,  in  Exercise. 

The  above  list  of  word-signs  will  be  found  much  easier  to  memorize  than 
the  list  commencing  this  lesson,  for  the  reason  that  in  this  one,  the  signs  all 
bear  more  or  less  relation  to  the  words  they  represent,  containing  at  least  the 
only  or  principle  consonant  of  the  words  intended.  There  is  only  one  point 
on  which  the  above  word-signs  do  not  agree  with  previously  described  prin- 
ciples —  /.  e.  in  their  place  positions.  They  are  not  all  placed  in  position  in 
accordance  with  their  invisible  vowel  elements,  but  take  their  position  in  ac- 
cordance with  the  importance  of  the  words  they  represent,  those  which  are  apt 
to  occur  most  frequently  being  placed  in  the  easiest  position  in  which  to  write. 

Where  a  sign,  in  any  list  of  word-signs,  has  placed  opposite  it,  two  or 
more  words,  each  word  separated  by  a  comma  (as  with  the  second  and  elev- 
enth signs  in  above  partial  list  of  Consonant  Word-Signs),  the  sign  in  ques- 
tion may  separately  represent  either  word,  but  only  one  of  the  words  at  a 
time.  Where  two  or  more  words,  placed  opposite  a  phonographic  sign,  are 
not  separated  by  a  comma  (as  with  the  third  sign  in  list  above  mentioned), 
the  sign  in  question  represents  all  words  opposite  it  at  one  and  at  the  same 
time.  Finally,  when,  opposite  a  phonographic  word-sign,  three  or  more  words 
appear,  the  words  being  separated  by  commas  in  some  instances  and  not  in 
others  (as  with  the  next-to-the-last  sign  in  immediately  preceding  list),  then 
the  word-sign  is  intended  to  represent  at  one  and  the  same  time  any  group 
of  the  words  not  so  separated,  but  not  more  than  one  group  at  a  time. 

There  are  occasions  when  the  words  is,  his,  and  similar  words  represented 
by  the  circle  S,  may  be  indicated  by  enlarging  the  S  circle  of  a  preceding 
word,  as  in  signs  23  and  57  in  Exercise. 

EXERCISE. 

dL^^ 


16 


^^-JstJ^^~*fc^ .$*-—-. 


^JL^JLj-^t*. 

^LJ^Lm  t~3  lL±-J&—{ 

\     v        '    V 


PRACTICAL   PHONOGRAPHY.  47 

KEY. 

i  It,  2  its,  3  do,  4  does,  5  think,  6  thinks,  7  advantage,  8  advantages,  9 
give,  10  gives,  n  thing,  12  things,  13  kingdom,  14  kingdoms,  15  time,  16 
times,  1 7  comes. 

PRACTICE  IN  JOINING  A,  AN  AND  AND  TO  OTHER  WORDS:  18  and  is,  19  and 
as,  20  and  that,  21  and  for,  22  and  thinks,  23  and  thinks  his,  24  and  thinks 
his  a,  25  and  do,  26  and  do  you,  27  and  have,  28  and  have  you,  29  an  art, 
30  an  art  that,  31  is  a,  32  as  a,  33  of  an,  34  to  a,  35  all  a,  36  or  a,  37  already 
a,  38  but  a,  39  before  a,  40  on  a.,  41  ought  a,  42  should  a,  43  who  a,  44  does 
a,  45  just  a,  46  in  a,  47  for  a,  48  that  a,  49  know  a,  50  take  a,  51  can  a,  52 
send  an,  53  it  is  an,  54  renew  an. 

PRACTICE  IN  JOINING  THE:  55  is  the,  56  as  the,  57  his  is  the,  58  as  is  the, 
59  of  the,  60  all  the,  61  to  the,  62  or  the,  63  already  the,  64  but  the,  65  be- 
fore the,  66  on  the,  67  ought  the,  68  should  the,  69  who  the,  70  it  is  the,  71 
thinks  his  the,  72  rule  the,  73  can  the,  74  where  the,  75  which  the,  76  give 
the,  77  up  the,  78  for  the,  79  in  all  the,  80  sign  the. 

OTHER  PHRASES:  81  you  are,  82  you  may,  83  you  will,  84  you  can,  85 
you  must,  86  you  will  be,  87  you  will  do,  88  you  will  have,  89  you  will  have 
been,  90  you  can  be,  91  you  can  have,  92  you  may  have,  93  you  do,  94  you 
have,  95  you  think,  96  you  shall,  97  you  have  been,  98  the  lady  you  know, 
99  the  name  is  mine,  100  Nellie  shall  give,  101  Look  sharp!  or  you  will  fall, 
102  When  I  see  them  together  I  will  inform  you,  103  already  menaced,  104 
You  will  be  given  them  to-morrow,  if  they  can  be  finished  by  that  time. 


LESSON  IX. 

CONSONANTS  OF  DOUBLE  AND  TRIPLE  SIZE. 

To  express  the  addition  of  the  sounds  ter,  der  and  ther,  full-sized  conso- 
nants are  made  twice  their  usual  length.  Signs  i,  2,  3  in  Exercise.  This 
principle  is  also  taken  advantage  of  by  experienced  phonographers  to  repre- 
sent the  addition  of  the  words  THEIR,  THERE  and  OTHER.  Signs  39,  40 
and  44.  This  doubling  principle  may  also  be  employed  to  add  the  sounds 
of  ker  andger  to  Ing,  and  the  sounds  of  per  nad  ber  to  M.  Signs  14,  19, 
22  and  89.  In  applying  this  doubling  principle  to  the  heavy  consonants  B, 
D,  etc.,  as  in  such  words  as  debtor,  be  careful  throughout  the  entire  length 
of  the  double  D  to  preserve  the  heavy  stroke,  as  in  sign  i,  in  order  that  it 
may  not  be  mistaken  for  the  word  duty,  sign  96. 

When,  in  a  sentence,  any  one  of  the  syllables  tert  der  or  ther,  is  immedi- 
ately followed  by  either  of  the  words  their,  there  or  other,  the  syllable  and 


48  PRACTICAL   PHONOGRAPHY. 

word  may  sometimes  be  together  represented  by  tripling  the  preceding  con- 
sonant, as  in  signs  47,  48,  etc. 

This  principle  of  doubling  and  tripling  consonants  is,  of  course,  not  ap- 
plicable to  X  or  Q,  nor  to  any  of  the  small  letters  of  the  Visible  Alphabet, 
excepting  Way  and  Whay,  it  being  applied  to  these  last-named  letters  in  the 
manner  shown  by  signs  45  and  50  in  Exercise.  Consonants,  when  made 
double  and  triple  size,  (with  the  exception  of  Way  and  Whay)  cannot,  on 
account  of  their  formation,  always  be  accommodated  with  the  place-posi- 
tions due  to  their  vowel  elements,  and  must,  therefore,  take  the  best  posi- 
tion possible  at  the  time,  an  arrangement  which  will  in  no  wise  detract  from 
their  legibility. 

Such  words  as  order  (sign  46  in  this  Exercise)  will  not  conflict  with  rare 
(sign  19  in  Exercise  to  Lesson  III)  when  met  with  in  a  sentence. 

BREVITY  IN  WORD  OUTLINE. 

In  the  eighth  paragraph  of  Lesson  III,  the  necessity  for  economy  in  word 
outlines  is  incidentally  referred  to,  the  word  loss  being  used  in  illustration. 
By  reference  to  the  paragraph  in  question,  it  will  be  seen  that  the  student  is 
directed  to  spell  loss,  and  kindred  words  ending  in  double  S,  with  a  single 
S,  thus:  1-o-s.  This  exercise  of  economy  in  the  use  of  the  consonants  is 
still  more  essential  in  words  of  more,  than  one  syllable,  the  young  phono- 
grapher  having  most  need  for  caution  in  those  words  in  which  the  same 
consonant  occurs  together  in  the  ordinary  spelling,  as  //  in  illiberal,  rr  in 
irregular,  etc.,  etc.  Young  phonographers  are  very  prone  to  write  illiberal 
with  two  commencing  phonographic  1's,  when  one  commencing  L  is  quite 
sufficient — illiberal,  irregular,  and  kindred  words  being  divided  into  phono- 
graphic sound-syllables,  thus:  il-ib-er-al,  ir-eg-u-lar,  and  written  as  in  signs 
85  and  94  in  Exercise. 

As  much  care  should  also  be  exercised  in  such  words  as  sickly,  which  word, 
though  in  ordinary  writing  spelled  with  one  K,  yet  sounds  somewhat  as  if  it 
had  the  sound  of  two  K's  and  is  apt  to  be  written  so  by  young  phonographers. 
Such  words  should  be  treated  as  in  signs  97  and  98. 


THE  LETTER  L. 

In  making  use  of  the  phonographic  consonant  L,  phonographers  should 
wherever  possible  adhere  to  the  following  two  rules: 

Rule  i. — When  L  begins  a  word  and  is  preceded  by  vowel,  write  L 
downwards,  sign  88.  Otherwise,  write  upwards  as  in  sign  90. 

Rule  2. — When  L  terminates  a  word  and  is  followed  by  a  vowel,  write  L 
upwards,  signs  91  and  92.  In  other  cases,  use  the  most  convenient  form. 


PRACTICAL   PHONOGRAPHY.  49 

WORDS  COMMENCING  WITH  A  VOWEL. 

Probably  the  most  serious  difficulty  which  besets  the  amateur  Pitman 
phoncgrapher,  in  reading  his  first  efforts  at  reporting,  is  the  uncertainty  as 
to  whether  certain  unvocalized  outlines,  of  whose  meaning  he  is  for  a  moment 
doubtful,  are  or  are  not  preceded  by  an  invisible  vowel,  such  knowledge  in 
regard  to  a  single  word  often  being  absolutely  essential  to  the  correct  reading 
of  an  entire  sentence,  the  absence  of  all  indication  of  a  preceding  invisible 
vowel  frequently  giving  to  a  sentence  an  entirely  opposite  meaning  to  that 
intended.  For  instance,  here  are  two  words  of  different  meanings,  moral 
and  immoral,  whose  consonantal  outlines  (according  to  previous  analysis  of 
similar  words  under  heading  of  Brevity  in  Word  Outline)  are  the  same  for 
both  words — m-r-1.  This  similarity  in  outline  might  be  very  apt  to  cause  a 
reporter  to  write  a  court-witness  as  saying  the  defendant  was  an  immoral 
man,  when  the  opposite  was  intended,  or  vice  versa.  Hence,  phonographers 
indicate  the  word  commencing  with  a  vowel  sound  (immoral}  above  the 
line  and  moral on  the  line,  as  with  illiberal,  irregular,  etc.,  previously  ex- 
plained in  this  lesson.  Signs  86  and  87. 

Occasionally,  vowels  preceding  a  word  may  be  indicated  visibly,  as  in 
s'igns  51  and  52  in  Exercise,  and  on  many  occasions  (signs  67,  68,  etc.)  it 
will  not  be  found  necessary  to  indicate  commencing  vowels  in  any  manner, 
the  context  being  generally  a  sure  guide. 

When  a  commencing  vowel  must  be  indicated,  the  general  rule,  in  cases 
not  covered  by  preceding  instances,  is  to  indicate  a  commencing  vowel  by 
what  is  known  as  the  fourth  position;  i.  e.,  by  writing  the  first  consonant  of 
the  word  in  question  just  under  and  touching  the  line  of  writing,  as  in  signs 

53  and  54- 

The  formation  of  the  consonants  R,  Rm,  K,  Gay,  Q,  and  all  upward- 
written  characters  make  it  difficult  for  them  to  be  placed  in  the  fourth  posi- 
tion. Therefore,  when  they  become  first  consonants  of  a  word,  vowels  pre- 
ceding them  are  indicated  as  in  accordance  with  any  other  before-mentioned 
rule  applicable  at  the  time. 

The  words  indicated  by  signs  77  and  80,  are  exceptions  to  the  rule  for 
writing  L  when  preceded  by  an  invisible  vowel,  these  instances  being  ones 
in  which  to  adhere  to  the  rule  would  result  in  a  cumbrous,  back-handed 
form,  unnecessary  with  those  words,  they  being  just  as  readily  read  without 
indicating  the  commencing  invisible  vowel  sound. 

This  matter  of  indicating  an  invisible  initial  vowel  is,  after  all,  one  which 
students  of  all  methods  of  phonography  must  regulate  for  themselves.  Some 
will  find  nearly  all  outlines  perfectly  legible  without  indicating  invisible 
initial  vowels,  while  others  who  do  not  possess  quite  as  good  memory  of 
sight  may  need  to  make  such  indications  frequently.  Above  rules,  however, 
apply  to  both  classes. 


PRACTICAL    PHONOGRAPHY. 

EXERCISE. 


.^..^.t^..^..K^.....^.^^..-^.±.^.^ 


KEY. 

i  debtor,  2  pleader,  3  mother,  4  another,  5  smoother,  6  Snyder,  7  neither, 
8  father,  9  farther,  10  whether,  n  falter,  12  traitor,  13  gaiter,  14  finger,  15 
anger,  1 6  lifter,  1 7  slaughtered,  1 8  rendered,  19  anchored,  20  cumber,  21 
September,  22  lumber,  23  metre,  24  nitre,  25  loiter,  26  fitter,  27  ladder,  28 
madder,  29  milder,  30  furniture,  31  Walter,  32  wilderness,  33  render  unto, 
34  enter  his  office,  35  wonder  who  can,  36  it  is  entirely,  37  slender  enough, 
38  writing  letters,  39  love  their,  40  have  other,  41  chatter,  42  been  there, 
43  can  other,  44  for  there  is,  45  why  there  can  be,  46  order  any,  47  surren- 
der their,  48  further  their  laws,  49  centre  their  ideas,  50  whether  there  have 
been,  51  item,  52  Eph,  53  aid,  54  ace,  55  ear,  56  area,  57  oar,  58  youth, 
59  aim,  60  atom,  61  ask,  62  Ezra,  63  awoke,  64  oyer,  65  Aurora,  66  edition, 
67  attention,  68  admission,  69  ablution,  70  infusion,  71  intimation,  72  affec- 
tion, 73  effective,  74  opposition,  75  accusation,  76  acquire,  77  elective,  78 
Alphabet,  79  abstained,  So  elocutionist,  81  acted,  82  exercisist,  83  sermon, 
84  liberal,  85  illiberal,  86  moral,  87  immoral,  88  alum,  89  hamper,  90  likely, 
91  follow,  92  valley,  93  regular,  94  irregular,  95  extra,  96  duty,  97  sickly,  98 
Eckley,  99  farmer. 


PRACTICAL    PHONOGRAPHY.  51 

LESSON  X. 
EXPEDIENCIES. 

It  is  sometimes  expedient  to  slight  the  formation  of  some  words,  in  order 
to  accomplish  phrase-writing;  but  such  means  will  not  at  all  interfere  with 
the  correct  reading  of  words  so  slighted.  Note  the  formation  of  the  word 
must  in  signs  99,  100,  etc.,  and  the  formation  of  the  words  postpone  and 
postage,  signs  44  and  45. 

In  many  words  possessing  the  same  consonants,  a  difference  of  outline  is 
taken  advantage  of,  in  order  to  aid  legibility.  The  words  tirade  and  tired 
possess  the  same  consonants,  (t-r-d)  but  applying  this  rule,  the  former  is 
written  as  in  sign  16,  and  the  latter  is  written  as  in  sign  17,  this  Exercise. 

Without  regard  to  size,  when  there  is  a  choice,  make  use  of  such  outlines 
for  word  representation,  as  are  easiest  made  and  afterwards  interpreted. 
Thus:  though  both  sign  69  and  sign  70  are  proper  outlines  for  the  word 
murder,  make  use  of  the  latter  sign,  because  the  crook  in  the  shorter  sign, 
caused  by  the  juncture  of  R,  necessitates  the  expenditure  of  more  time 
than  required  for  making  an  uninterrupted  outline  such  as  sign  70 
presents. 

T  or  D  is  added  after  N  or  V  hooks  by  shortening  the  main  consonant  to 
which  the  hook  in  question  occurs,  as  in  signs  13  and  15.  This  is  really 
equivalent  to  shortening  the  entire  sign. 

Sometimes  two  words  with  same  consonant  outline  have  also  same  place- 
position  vowels,  and  yet  to  write  them  both  in  same  position  would  cause 
confliction  and  prevent  perfect  legibility.  To  prevent  this,  the  word  having 
most  need  for  place-representation  of  its  vowel  sound  is  written  in  its  right- 
ful position,  and  the  other  word  takes  next  best  position  even  though  its  in- 
visible vowel  element  does  not  receive  proper  place-representation.  To  il- 
lustrate: The  words  sprite  and.  spreadhzvQ  the  same  consonantal  outline,  and 
each  word  contains  a  first-place  vowel,  yet  the  vowel  in  sprite  is  more  de- 
cided than  that  in  spread  and.  hence  spread  is  written  in  the  second  position 
(sign  72),  in  order  to  give  the  first  position  to  the  other  word,  this  being 
one  of  the  instances  in  which  both  words  cannot  take  same  position' and  at 
the  same  time  preserve  legibility. 

As  illustrated  in  Lesson  III  by  the  word  customary  (sign  140  in  Exercise 
to  that  lesson)  many  words  are  perfectly  familiar  by  their  consonant  outline 
alone,  and  hence  are  written  in  the  second  position,  that  position  being  the 
easiest  in  which  to  write.  The  word-sign  for  be  in  Partial  List  of  Conso- 
nant Word- Signs  in  Lesson  VITI  is  a  word  of  that  character,  and  so,  also,  are 
survey  and  circle,  signs  9  and  10  in  this  lesson. 

As  the  Visible  Alphabetical  signs  for  X  and  Q  are  intended  to  be  written 


52  PRACTICAL   PHONOGRAPHY. 

solely  when  those  letters  are  in  use  as  the  initials  of  a  person's  name,  there- 
fore, in  spelling  words  in  which  the  sounds  of  those  letters  occur,  such  words 
are  spelled  simply  with  the  letter  K  when  Q  is  intended  and  with  the  letters 
K  and  S  when  X  is  implied,  the  vowel  elements  of  those  letters  (that  is,  the 
U  sound  of  Q  and  the  short-E  sound  of  X)  being  indicated  invisibly,  as  in 
signs  86,  87,  88  and  89  in  Exercise. 

In  such  words  as  are  represented  by  signs  34  and  35  the  letter  Way  may 
often  be  entirely  omitted  without  destroying  legibility. 

The  aspirate  Hay  may  frequently  be  omitted  in  such  words  as  homely,  in 
sign  81,  as  it  may  just  as  easily  be  read  and  understood  as  a  Cockney's 
"ome."  Words  which  are  treated  in  this  manner  are  classed  with  those 
words  whose  first  consonants  are  preceded  by  a  vowel,  and  consequently  the 
vowel  O  in  home  is  indicated  by  writing  the  succeeding  consonant  M  directly 
under  and  touching  the  line,  as  it  is  in  hunger,  sign  91. 

In  phrase  numbered  105  in  Exercise  the  word  well  is  represented  simply 
by  writing  the  letter  L.  It  will  not  be  found  to  conflict  with  the  word-sign 
for  will  in  Partial  List  of  Consonant  Word-signs,  even  though  written  in  the 
same  position.  This  dropping  of  the  way  hook  in  well  should  not,  however, 
be  attempted  when  well  is  written  alone.  It  is  only  its  juncture  with  other 
words  of  a  phrase  that  makes  the  digression  permissable. 

Many  other  apparent  digressions,  as  in  signs  43,  75,  90,  etc.,  etc.,  may  be 
discovered  in  these  advanced  lessons  by  the  careful  student ;  but  as  it  would 
require  too  much  unnecessary  space  and  time  to  explain  these  singly  as  they 
occur  thoughout  this  book,  the  student  will  please  without  demur  accept  all 
such  slight  digressions  as  being  perfectly  correct.  They  bear,  all  of  them, 
the  result  of  years  of  practice,  such  practice  having  determined  their  present 
form  and  position  to  be  the  best  for  purposes  of  speed,  and  that  without  de- 
stroying their  legibility  in  the  least.  It  should,  therefore,  be  the  duty  of 
students  to  memorize  these  somewhat  slighted  outlines,  and  make  use  of  them 
whenever  possible  in  their  own  notes,  and  the  result  will  be  that  the  eye  will 
become  so  accustomed  to  these  outlines  that  they  will  recognize  them  un- 
consciously, without  regard  to  philosophy  of  outline  or  position.  Such  is 
always  the  case  with  a  professional  short-hand  reporter  and  his  notes.  He 
reads  them  from  habit,  without  stopping  to  think  of  the  elements  compos- 
ing them,  just  as  you,  the  reader  of  this  explanation  are  now  doing  with 
these  very  words.  You  are  not  spelling  these  words  as  you  read  them. 
Neither  are  you  noticing  the  separate  letters.  You  unconsciously  read  these 
words  as  words,  and  you  would  read  them  aright  even  if  a  letter  or  two 
were  in  error  omitted  from  a  word,  because  you  read  each  word  at  a  glance, 
and  in  the  case  of  a  trivial  mistake  such  as  the  omission  of  a  letter,  the  other 
words  of  the  sentence  would  prove  a  perfect  key  to  it. 


PRACTICAL   PHONOGRAPHY.  53 

EXERCISE. 
J^fS^ 


*  /~  9         —  I  Q} 

^ 


KEY. 

i  sore,  2  store,  3  horse,  4  oration,  5  armed,  6  organs,  7  hourly,  8  earth, 
9  survey,  10  circle,  n  artist,  12  rain,  13  remained,  14  resumed,  15  sur- 
mount, 1 6  tirade,  17  tired,  18  carmine,  19  cultivate,  20  culture,  21  garment, 
22  golden,  23  forget,  24  paralyse,  25  parallel,  26  paragraph,  27  cheerful,  28 
quiet,  29  sweeter,  30  westerly,  31  swagger,  32  swivel,  33  signer,  34  twill,  35 
twig,  36  learned,  37  scrawl,  38  scribe,  39  promulgation,  40  quaff,  41  yore, 
42  chaos,  43  impugned,  44  postpone,  45  postage,  46  greatly,  47  gradual,  48 
ruined,  49  renewed,  50  desolate,  51  dissolute,  52  mortal,  53  immortal,  54 
legal,  55  illegal,  56  humor,  57  material,  58  immaterial,  59  endless,  60  need- 
less, 6 1  suspended,  62  prove,  63  approve,  64  truly,  65  utterly,  66  indicted, 
67  indebted,  68  undoubted,  69  murder,  70  murder,  71  sprite,  72  spread,  73 
hasten,  74  hog,  75  hang,  76  hood,  77  here,  78  higher,  79  hem,  80  home,  81 
homely,  82  homeless,  83  humble,  84  housed,  85  habit,  86  extra,  87  skewer, 
88  cute,  89  curiosity,  90  explicit,  91  hunger,  92  scarlet,  93  relative,  94  mi- 
grate, 95  emigrate,  96  explore,  97  hater,  98  swooned,  99  you  must  have, 
100  you  must  be,  101  you  must  not,  102  you  must  not  be,  103  you  most  not 
have,  104  you  must  leave,  1.05  you  must  love. 


54 


PRACTICAL    PHONOGRAPHY. 

LESSON  XI. 
HOOK   WORD-SIGNS. 


INITIAL. 


FINAL- 


\    Prinei  lt 

1  From 

\ 

Upon                     —^> 

Again. 

\   Re  -member 

i   Very,  every 

\ 

Atove                   — 

Gave 

f       Tell,  till 

)      Their,  there 

^ 

Objection            ^> 

r  h  o  nogr  apny 

1       Truth 

C  Well 

\) 

Objective             v» 

Then 

1      Dear 

Mr.,  remark 

s 

(Subjection         C 

Alor.e 

«/     General-ly 
1  Call,  ecrual-ly 

f*\  More 
!±1  In  all 

V 

L 

•Subjective          
..  Whatever           ^~=, 

Men 
Man 

c_  Difficult-y 

.rT^.  Nor,  near 

i 

Different.           iTf. 

Opinion 

^  Full 

S^  Owner 

J 

Done                     ^  —  * 

renown. 

HALF-LENGTH  WORD-  SIGNS. 

SIMPLE. 

COMPOUND. 

\   Apt 

C      That 

n 

Partieiilar-ly 

World 

.  Put 

\ 

...  Without 
{ 

N 

Opportunity        fT!.. 

Ace  ordinrf-ly 

\     Beauty 

)      EstaUish&nt 

H. 

(Sprite,  spirit       c- 

Carei 

„  About 
\ 

r     Lord 

\ 

>Spread                 ~?..... 

Cannot 

~.    QuHe 

d_  Mi^it 

r 

Toll 

Account 

_      Could 

^   Met 

L. 

Tried                    e- 

Great 

r_  Goi 

™.    Imme<3iate-ly 

i 

i  oward                 j> 

[Short 

_      Good 

xs    Made 

L. 

Child             2. 

Mind,  mend 

Feature 

r_  Not 

± 

G-entlemen          

Amount 

V_     After 

^^    Nature 

s 

d  entleman 

Went 

L_   Thought 

-^>     Under 

c^. 

Word 

Wont 

In  memorizing  above  lists,  the  student  should  bear  in  mind,  as  explained 
in  connection  with  the  Partial  List  of  Consonant  Word-Signs  in  Lesson 
VIII,  that  it  must  not  be  expected  of  word-signs  that  they  should  in 
every  case  agree  in  position  with  their  vowel  sounds.  As  indicated  in  the 
fifth  paragraph  of  last  lesson,  in  illustration  of  the  words  sprite  and  spread, 
sometimes  the  greater  conspicuousness  of  a  vowel  in  one  word-sign  will 
compel  another  word-sign  with  less  conspicuous  vowel  sound  to  occupy  a 


PRACTICAL   PHONOGRAPHY.  55 

position  which,  reasoning  by  place-position  rule,  would  properly  not  belong 
to  it.  The  word-signs  for  thought  and  that  in  foregoing  list  of  Half- Length 
Word-Signs  is  another  evidence  of  this.  So,  too,  are  cannot  and  account 
in  same  list.  These  instances,  however,  will  probably  appear  more  reason- 
able to  the  student,  from  contrast  with  each  other,  than  such  instances  as 
the  words  dear  and  then  occurring  in  the  list  of  Hook  Word-Signs,  for  the 
reason  that  the  last-named  words  are  not  arranged  in  the  list  in  contrast  \\ii\\ 
the  same  outline  in  another  position,  as  sprite  and  spread and  the  other  in- 
stances are,  and  hence  the  student  is  very  apt  to  reason  that  because  of  there 
being  no  other  word  with  same  outline  in  the  list,  that  there,  therefore,  exists 
no  reason  why  the  outlines  for  dear  and  then  should  not  be  placed  in  the 
position  due  to  their  vowel  elements.  Such  reasoning,  while  apparently 
consistent,  is,  however,  only  seemingly  so;  because  although  there  really 
appears,  in  above  list  of  Hook  Word-Signs,  no  other  word-signs  with  same 
outlines  as  the  words  in  question,  yet  that  is  no  evi4ence  that  such  word- 
signs  do  not  exist. 

The  lists  of  word-signs  now  given  are  all  that  the  student  will  meet  with 
in  this  course  of  lessons,  and  they  are  sufficient,  with  the  methods  of  abbre- 
viation treated  of  in  remaining  lessons,  for  all  ordinary  purposes  (that  is,  for 
attainment  of  a  speed  of  from  150  to  175  words),  but  for  greater  speed  in 
special  departments  of  reporting  and  for  persons  who  have  a  naturally  slow 
hand,  additional  word  signs,  very  easy  to  learn,  are  given  in  the  Vocabulary, 
(Part  IV,  of  this  book),  and  therein  occur  signs  whose  form  are  precisely 
the  same  as  the  words  in  question  (dear  and  then)t  whose  vowels  are  same 
place  and  which  the  law  of  legibility  require  to  be  written  in  the  proper  place- 
position,  thus  compelling  the  word-signs  of  this  lesson  to  occupy  position 
indicated  in  their  lists.  Furthermore,  it  is  not  always  the  case  that  conflic- 
tion  with  another  word-sign  causes  one  to  be  written  in  a  position  out  of 
accordance  with  its  vowel  elements.  Sometimes  a  word-sign  is  given  a 
certain  apparently  wrong  position  because  the  outline  of  some  other  ordinary 
word  (not  word-sign)  would  conflict  with  it.  Again,  words  with  first  or 
third-place  vowels  are  sometimes  represented  by  signs  written  in  the  second 
position,  on  the  line,  simply  because  that  is  the  easiest  position  in  which  to 
write;  though  this  is  done  only  in  cases  wherein  the  word-sign  would  be 
perfectly  familiar  in  any  position  and  at  the  same  time  would  not  clash  with 
other  words  of  similar  outline. 

The  Half-Length  Word-Signs  would  not  conflict  with  the  vowel  word- 
signs  even  if  both  were  made  about  the  same  size,  but  it  is  best  to  distinguish 
them  by  writing  vowel  word  signs  much  smaller  than  the  half-length  ones, 
as  directed  in  a  previous  lesson. 

US,  IT,  HAVE,  ETC. 

As  the  circles  for  is  and  as  also  represent  his,  has  and  was,  either  sign, 
in  like  manner,  may  be  quite  as  legibly  employed  to  represent  the  pronoun 


56  PRACTICAL    PHONOGRAPHY. 

us  when  joined  to  other  words.  See  signs  numbered  47,  48,  etc.,  etc. 
Jfas,  the  student  must  not  forget,  however,  can  only  be  joined  to  other 
words  in  its  right  position,  under  the  line  of  writing.  A  rule  equally  appli- 
cable to  the  word-sign  for  to  be. 

The  word  //  may  often  be  readily  expressed  by  halving  the  last  full-length 
consonant  of  a  preceding  word,  as  wilh  signs  33  and  34.  Many  word-signs 
mr.y  also  be  halved  to  represent  the  addition  of  //,  without  writing  it.  See 
signs  35  and  36. 

The  word  hare  occurs  so  frequently  in  English  speech  that  a  shorter  sign 
than  its  word-sign  is  often  desirable  and  may  be  very  beautifully  formed  by 
the  use  of  the  V  hook  for  have,  as  in  signs  1,2,  etc. 

The  juncture  of  the  word  has  in  sign  58  in  Exercise,  in  which  case  it  is 
turned  upon  the  left  side  of  the  word  //,  is  in  accordance  with  the  juncture 
of  the  circle  S  in  the  word  task,  sign  91  in  Exercise  to  Lesson  VI. 

The  past  tense  of  a  verb  may  frequently  be  altogether  omitted,  and  the 
present  only  written,  in  phonography,  without  detriment  to  legibility.  See 
the  word  permitted  in  phrase  numbered  71  in  Exercise. 

The  words  the  or  and  may  be  omitted  in  such  phrases  as  occur  within  sen- 
tences numbered  65  and  72. 

To  signs  37  to  46  inclusive,  the  student  should  give  special  attention. 
The  first  two  signs  (37  and  38)  are  written  downwards  from  the  ri^ht  because 
those  phrases  begin  with  the  word-sign  for  he,  which,  as  explained  in  a 
previous  lesson,  is  to  be  written  downwards  from  the  right  to  distinguish  it 
from  on  or  should  which  are,  for  the  same  distinction,  written  upwards  when 
joined  to  other  characters,  as  in  signs  39  and  40.  This  difference  in  the 
direction  of  writing  the  same  sign  to  clearly  indicate  its  different  meanings, 
causes  the  S  circle  in  signs  37  and  38  to  be  written  on  the  lower  end  of  the 
preceding  phonographic  character,  while  with  signs  39  and  40  the  circle  is 
written  on  the  upper  end  of  the  preceding  word-sign.  This,  of  itself,  clearly 
proves  the  direction  in  which  the  vowel  word-sign  is  written,  and  hence 
clearly  decides  when  the  vowel  word-sign  is  intended  for  he  or  on  and  should. 
This  same  principle  also  determines  the  meaning  of  the  same  vowel  word- 
sign  as  used  in  signs  41,  42,  43  and  44,  in  which  four  instances  the  S  circle 
begins  the  combinations,  instead  of  ending  them  as  with  signs  37  to  40  in- 
clusive. And  the  reasons  the  reader  of  this  Exercise  has  for  knowing  that 
signs  37  to  40  terminate  with  the  circle  and  that  signs  41  to  44  begin  with 
the  circle,  is  by  application  of  the  rule  governing  the  juncture  of  the  circle 
S  to  any  letter.  For  instance,  in  Lesson  III,  describing  the  use  of  the 
circle,  the  student  is  instructed  to  always  write  such  circle  on  the  right  hand 
side  of  upright  and  slanting  straight  characters  and  on  the  upper  side  of 
horizontal  ones.  In  that  same  lesson  the  student  was  enjoined  when  the 
circle  was  added  to  R  or  Rm,  to  consider  those  letters  the  same  as  the 
horizontal  ones  K  and  Gay,  because  they  were  written  in  the  same  direction — 
to  the  right — the  circle  thus  being  attachable  upon  the  upper  side  cf  R  and 


PRACTICAL    PHONOGRAPHY.  57 

Rm,  precisely  as  to  K  or  Gay.  This  same  rule  will  apply  to  the  vowel 
word-signs  on  and  should,  when  the  circle  is  joined  to  them,  the  circle 
therefore  being  joined  upon  the  upper  side  of  on  or  should,  whether  preced- 
ing those  words,  as  in  signs  43  and  44,  or  ending  them,  as  in  signs  39  and 
40.  When  the  word-sign  means  he,  it  is  treated  as  the  letter  Chay  would 
be,  the  circle  being  therefore,  according  to  rule  before  quoted,  attachable  on 
the  right  hand  side  of  the  word-sign  for  he,  whether  such  circle  begins,  as  in 
signs  41  and  42,  or  terminates  he,  as  in  signs  37  and  38.  This  arrangement 
places  signs  39,  40,  43  and  44  on  the  same  basis  of  juncture  as  that  gover- 
ning signs  18,  19,  31  and  32  in  Exercise  to  Lesson  VIII,  and  serves  as  a 
perfect  means  of  distinction  between  each  of  the  apparently  similar  forma- 
tions represented  by  signs  37  to  44  in  this  Exercise.  Comparison,  however, 
of  the  key-interpretation  of  signs  43  and  44  in  this  Exercise  with  signs  55 
and  56  in  Lesson  VIII,  will  show  a  real  difference  of  meaning  between  the 
two  key,  but  this  need  not  give  the  student  any  cause  for  annoyance,  for 
while  signs  43  and  44  are  always  employed  when  is  on  and  as  should  'are  in- 
tended, yet  it  is  only  occasionally  that  those  signs  represent  the  words  is  the 
and  as  the,  as  they  do  in  Lesson  VIII,  the  two  latter  phrases  being  quite  as 
frequently  written  according  to  signs  45  and  46  of  this  Exercise. 

As  the  letter  T  is  used  as  a  word-sign  for  take  in  the  Partial  List  of  Word- 
Signs  in  Lesson  VIII,  it  is  therefor  allowable  to  represent  taken  by  the  addi- 
tion of  the  hook  N  to  the  letter  T,  as  in  phrases  62  and  63  in  Exercise. 

EXERCISE. 
£...-     .*.-M     J  1      *>     *f     6   {\      7/1     fS\     9   \      io 


......  r?#  J  .....  sf? 


^ 


.  C.. 


'^^pV;'""  f""^ '  "Y"   S" 

\f^          «~1         <\  l>  I 

..H..../..-^\ *f.^>-5  x^  V.  ^-JL. 


7^7  c  «^        yy         ^Vv  7 A 


^  -S^-a^/...^......  4... 

^K^sJLJti^flui^  "  ^ 


58  PRACTICAL   PHONOGRAPHY. 

KEY. 

i  to  have,  2  to  have  been,  3  I  do,  4  I  find,  5  I  will,  6  I  will  do,  7  I  will 
try,  8  I  will  be,  9  I  think,  10  I  think  you,  n  I  think  that,  12  I  think  we, 
13  I  think  we  were,  14  I  think  you  are,  15  I  think  you  may,  16  I  think  you 
must,  17  I  think  you  must  have,  18  I  fear,  19  I  fear  you,  20  I  fear  you  may, 
21  I  fear  you  must,  22  I  fear  you  will  have,  23  I  have  seen,  24  I  have  seen 
that,  25  I  have  seen  them,  26  I  shall,  27  I  shall  know,  28  I  shall  have,  29  I 
shall  not,  30  I  shall  not  know,  31  I  shall  not  have,  32  I  shall  not  have  you, 
33  write  it,  34  read  it,  35  make  it,  36  take  it,  37  he  is,  38  he  has,  39  on  his, 
40  should  his,  41  is  he,  42  as  he,  43  is  on,  44  as  should,  45  is  the,  46  as  the, 
47  let  us,  48  send  us,  49  save  us,  50  saves  us,  5 1  take  us,  52  takes  us,  53  tell 
us,  54  tells  us,  55  is  seen,  56  as  well  as,  57  as  good  as,  58  it  has  been,  59  is 
his,  60  as  has,  61  as  has  been,  62  this  has  not  taken,  63  such  has  been  taken, 
64  has  done,  65  I  am  sure  it  is  the  best  thing,  66  I  will  take  a  stroll  with  you 
to-morrow,  67  I  know  it  is  very  awkward  and  I  am  sorry  I  cannot  aid  you, 
68  I  am  certain  you  will  admire  him  yet  I  dare  presage  no  further,  69  I  must 
caution  him  for  I  am  certain  he  suspects  nobody  as  yet,  70  that  he  is  in  a 
wrong  position  is  quite  evident,  71  he  must  not  be  permitted,  72  if  he  must 
know  the  why  and  wherefore  do  tell  him  and  let  us  have  some  peace,  73 
there  is  no  necessity  for  haste  that  I  can  see,  74  he  seems  likely  to  become 
very  successful. 


LESSON  XII. 
PHRASE  POSITIONS. 

The  general  rule  with  most  phonographers  when  joining  words,  is  to  write 
the  first  word  in  its  proper  place-position  and  let  the  other  words  in  the 
phrase  accommodate  themselves  to  the  position  of  the  first. 

There  are  times,  however,. when  this  rule  will  not  apply.  For  instance, 
when  some  other  word  in  the  phrase  requires,  in  order  to  be  read  correctly 
and  with  ease,  that  it  shall  be  given  its  proper  position  in  preference  to 
commencing  word. 

For  the  above  reason,  there  are  phrases  as  well  as  words  that  should  oc- 
cupy the  second  and  third  positions  even  though  the  commencing  word  be 
a  first-place  word.  Hence  there  are  first-place,  second-place  and  third- place 
phrases. 

A  first-place  phrase  is  one  in  which  there  occurs  a  word  (either  initial, 
intermediate  or  final)  which,  in  order  to  be  read  as  joined,  necessitates  the 
placing  of  the  entire  phrase  in  the  first-position,  above  the  line  of  writing. 
A  few  of  such  phrases  are  illustrated  by  signs  58  to  64  in  Exercise. 

A  second-place  phrase  is  one  in  which  the  necessity  of  reading  a  certain 


PRACTICAL   PHONOGRAPHY.  59 

word  within  it  causes  the  entire  phrase  to  be  placed  in  the  second  position, 
on  the  line,  as  illustrated  by  signs  65  to  70  in  Exercise. 

A  third-place  phrase  is  one  in  which  the  important  word  happens  to  be 
a  third-place  word  and  thus  gives  third  position  to  the  phrase,  as  illustrated 
by  signs  71  to  80  in  Exercise. 

Signs  8 1  to  89,  inclusive,  illustrate  these  three  sorts  of  phases  comparatively, 
and  by  attentive  notice  of  how  a  difference  of  position  changes  the  meaning 
of  the  same  phrase-outline,  students  will  find  a  rule  for  the  proper  placement 
of  other  phrases  which  they  will  come  in  contact  with  when  engaged  in 
actual  work.  No  principle  in  phonography  is  so  unimportant  that  it  may 
be  only  casually  acquired,  and  it  will  especially  repay  for  the  time  consumed, 
if  students  will  thoroughly  memorize  all  the  phrases  occurring  throughout 
these  lessons.  They  are  the  foundation,  remember,  upon  which  is  con- 
structed future  facility  in  rapid  notation. 

Lest  students  should  imagine  that  it  is  necessary  for  professional  phonog- 
raphers  to  allow  a  speaker  to  be  a  few  words  in  advance  of  them,  in  order  to 
write  in  their  proper  position  the  kind  of  phrases  referred  to  in  the  second 
paragraph  of  this  lesson,  the  author  would  state  that  such  a  condition  is  not 
necessary.  With  a  rapid  speaker,  such  is  naturally  the  case,  and  then  it  is 
by  means  of  these  and  other  beautiful  phrase  methods  and  abbreviations  that 
a  lagging  short-hand  writer  is  often  enabled  to  catch  up  with  a  speaker 
momentarily  excited ;  but  with  a  slow  speaker  the  phonographer  need  phrase 
very  seldom  unless  desirous,  such  methods  being  especially  designed  for  ex- 
igencies, though  none  the  less  to  be  well  studied,  for  when  needed,  they  are 
indeed  needed  badly. 

WORDS  INDICATED  BY  HOOKS. 

As  Emb  is  frequently  employed  in  professional  work  to  represent  the 
words  may  fre,  sign  i,  Way-Emb  may  quite  as  readily  be  emplo)ed  for  the 
phrase  we  may  be,  sign  2  in  Exercise.  This  is  on  the  principle  that  as  the 
letter  Way,  as  a  word-sign,  represents  we,  the  letter  M  may  and  B  the  verb 
be,  therefore,  Way  Emb,  which  really  contains  the  consonant  elements  of  all 
three  words,  can  quite  as  consistently  be  written  for  them  conjointly.  Rea- 
soning from  this  point  of  view,  an  L  hook  may  do  service  for  the  word  will, 
or  even  all,  as  in  signs  3  and  4  in  Exercise,  and  the  N  hook  for  own,  sign  5. 
Many  phonographers  go  even  farther  than  this  by  making  an  N  hook  also 
do  service  for  than,  as  in  sign  6  in  Exercise.  In  fact,  there  is  no  precise 
limit  at  which  one  need  stop  in  this  manner  of  abbreviation,  providing  the 
student  keeps  within  the  bounds  of  legibility,  the  latter  being  a  matter  upon 
which  every  phonographer  must  bring  individual  judgment  to  bear,  those 
whose  memory  is  more  retentive  than  their  fingers  are  agile  being  able  to 


60  PRACTICAL    PHONOGRAPHY. 

abbreviate  with  more  safety  than  persons  whose  quickness  of  hand  exceeds 
their  capacity  for  memorizing,  the  latter  class  not  needing  as  much  abbre- 
viation as  the  former. 

Occasionally,  on  above  plan,  the  words  are  or  our  may  be  represented  by 
the  hook  R  (signs  7  and  8);  off 'and  forth  (signs  9  and  10)  by  the  V hook  as 
with  have  in  preceding  lesson,  etc.,  etc. ;  but,  except  in  instances  mentioned 
in  this  course  of  lessons,  it  is  best  not  to  make  use  of  a  hook  to  represent  a 
word  containing  more  than  one  consonant.  For  instance,  do  not  use  the 
hookN  to  represent  the  word  «0/save  in  the  instance  represented  by  sign  19 
in  Exercise.  In  that  case  it  is  allowable,  but  in  the  cases  covered  by  signs 
20,  21,  22,  etc.  in  Exercise  it  will  be  seen  that  the  word  or  letter  preceding 
not,  besides  having  the  addition  of  an  hook,  is  also  halved  to  add  the  T 
sound  of  not)  thus  really  spelling  that  word  in  full.  We  -will  not,  sign  35,  is 
a  case  in  point.  Analysed,  we  find  the  initial  hook  Way  represents  lue,  the 
letter  L  will,  and  the  final  N  hook,  together  with  the  shortening  of  the  entire 
combination  to  add  T,  indicates  not.  Result:  We  will  not.  May  not,  sign 
39,  and  other  similar  abbreviations,  are  subject  to  the  same  manner  of  analysis, 
the  letter  T  being  quite  correctly  added  after  a  final  hook  by  shortening  the 
main  consonant  to  which  the  hook  is  attached,  as  vide  fourth  paragraph  of 
Lesson  X. 

OMITTED  WORDS. 

One  of  the  most  frequently  occurring  words  in  the  English  language  is 
the  word  to,  and  as  it  requires  almost  as  much  time  to  write  as  a  much  longer 
word,  the  author,  early  in  his  professional  experience,  adopted  a  method  by 
which  to  may  frequently  be  indicated  without  being  written.  This  is  done 
by  writing  a  succeeding  word  near  to,  but  near  the  lower  portion  of  the 
word  immediately  preceding  to  in  a  phrase.  See  sign  44  in  Exercise.  When 
more  than  one  word  follows  to  in  the  same  sentence  and  the  first  of  those 
succeeding  words  is  the,  it  also  may  be  omitted,  as  in  sign  45.  When  the 
word  to  begins  a  sentence,  above  plan  does  not,  of  course,  apply,  to,  as  the 
initiatory  word  of  any  sentence,  being  written  as  in  Vowel  List  of  Word-Signs. 

The  oft-recurring  phrases  of  the  and  from  the  may  be  invisibly  indicated 
by  writing  the  succeeding  word  near,  but  towards  the  upper  portion  of  the 
preceding  words,  as  with  signs  47,  48,  etc. 

In  some  instances,  even  within  the  joined  words  of  a  phrase,  signs  50  and 
51  of  this  Exercise,  of  or  of  the  may  be  invisibly  indicated,  in  a  manner 
similar  to  the  invisible  representation  of  and  and  the  illustrated  by  sentences 
65  and  72  of  last  lesson. 

No  fear  need  be  entertained  that  the  phrases  (f  the  or  from  the  will  ever 
clash  with  each  other.  They  both  possess  the  same  meaning  in  any  event, 
the  Spanish  language  having  but  one  form  (del)  for  both  phrases. 


PRACTICAL   PHONOGRAPHY.  6  1 

OTHER  ABBREVIATIONS. 

In  sign  17  the  word  certain  is  written  cert,  the  letter  TV7  being  omitted. 
This  is  one  of  a  number  of  easily  remembered  contractions  which  the  student 
will  meet  with  in  these  concluding  lessons  and  which  are  to  be  accepted 
unconditionally  as  being  the  best  forms  for  those  words.  Many  of  such  con- 
tractions are  really  word-signs,  which  it  was  thought  best  for  purpose  of 
memorizing  to  give  the  pupils  in  their  Exercises  rather  than  arranged  in  the 
list-form  seen  in  Lessons  VIII  and  XI.  The  had  of  phrase  21  in  Exercise 
is  of  similar  formation,  and  so,  also,  is  the  workpeople  in  phrase  52  in  Exer- 
cise, the  words  each  of  sign  81,  much  of  sign  83,  etc.,  etc.,  etc. 


A.  f  .,...^...^.,...^..d....^... 


KEY. 

i  May  be,  2  we  may  be,  3  it  will,  4  in  all,  5  my  own,  6  softer  than,  7  and 
are,  8  by  our,  9  clear  off,  10  call  forth,  n  it  may  be  right,  12  you  may  be 
made,  13  there  may  be  little,  14  there  may  be  some,  15  they  may  be  likely, 
1  6  we  may  be  able,  17  he  may  be  certain,  18  I  did,  19  I  did  not,  20  I  do 
not,  21  I  had  not,  22  I  will  not,  23  I  will  not  have,  24  I  will  not  have  you, 
25  I  will  not  have  you  make,  26  I  think  not,  27  I  think  not  in,  28  I  think 
not  in  any,  29  I  can  not,  30  I  can  not  be,  31  I  can  not  be  there,  32  I  can 
r.ot  do,  33  I  can  not  do  that,  34  we  will,  35  we  will  not,  3$  we  will  not  be, 
37  we  will  not  have,  38  we  will  not  have  been,  39  may  not,  40  we  may  not 
be,  41  we  might,  42  we  might  not,  43  we  might  not  have,  44  their's  to 
deserve,  45  sensitive  to  the  last,  46  not  to  call,  47  raised  from  the  dead, 


62  PRACTICAL    PHONOGRAPHY. 

48  maxims  of  the  age,  49  light  of  the  lamp,  50  Son  of  God,  5 1  story  of  the  girl, 
52  choice  of  the  people,  53  member  of  the  press,  54  Word  of  God,  55  Church 
of  Christ,  56  Kingdom  of  Heaven,  57  members  of  the  legislature,  58  I  am, 
59  I  am  glad,  60  I  am  inclined,  61  if  you,  62  if  it  is,  63  of  course,  64  in  all 
cases,  65  in  all  its,  66  till  you  can,  67  it  may  require,  68  there  can  never, 
69  in  some  cases,  70  for  it  is  unknown,  71  put  you,  72  put  him,  73  avoid 
that,  74  about  whom,  75  has  had  it,  76  used  some,  77  to  be  sure,  78  I  have 
to  be,  79  was  he,  80  for  he  was,  81  in  each,  82  in  which,  83  in  much, 
84  give  these,  85  give  this,  86  give  thus,  87  and  if,  88  and  for,  89  and  few. 


LESSON  XIII. 
SYLLABLE-ABBREVIATION. 

An  efficient  means  of  avoiding  some  very  cumbrous  written  forms  is  that 
of  abbreviating  the  phonographic  outlines  of  a  number  of  the  prefixes  and 
affixes  of  our  language.  And,  as  this  method  of  syllable-abbreviation  can 
be  effected  v/ithout  the  least  sacrifice  to  legibility,  it  becomes  a  very  import- 
ant factor  in  rapid  writing. 

All  works  on  phonography  present  this  principle,  but  as  most  of  the 
abbreviations  recommended  by  their  authors  cannot  be  joined  to  the  rest  of 
the  words  of  which  they  are  a  part,  they  therefore  fail  to  give  any  extra 
speed  in  writing.  The  time  saved  by  their  abbreviation  of  form  is  lost,  in 
disjoining,  by  the  time  consumed  in  lifting  the  pen  or  pencil  from  the  paper, 
it  being  a  much  slower  method  to  write  two  disjoined  characters  than  even 
a  half  dozen  joined  ones.  The  method  taught  herein,  by  being  both  abbre- 
viated in  form  and  easy  of  juncture  gives  extra  speed  from  two  sources 
besides  relieving  writers  of  the  possibility,  common  to  those  old  methods, 
of  mistaking  the  disjoined  portions  of  a  word  for  separate  words. 

There  are,  of  course,  many  more  affixes  and  prefixes  in  use  in  our  language 
than  presented  in  the  lists  herein  explained,  but  those  not  found  here  are 
either  of  very  infrequent  occurrence  or  are  ones  not  in  need  of  abbreviation, 
such  as  the  affixes  ly,  ness,  etc.,  whose  ordinary  phonographic  outlines  are 
sufficiently  brief  in  themselves. 

PREFIXES. 

CON,  COM,  ACCOM  or  COG. — These  short  prefixes  (as  one  is  not  at  all 
likely  ever  to  clash  with  either  of  the  others)  are  represented  by  the  same 
sign — the  consonant  outline  K — which  is  joined  as  in  signs  3,  4,  etc.,  in 
Exercise.  This  use  of  the  phonographic  K  to  express  the  sounds  of  con  or 
com,  etc.,  when  prefixes,  is  in  accord  with  the  construction  of  the  word-sign 
for  the  words  can  or  come,  which  words  the  student  will  remember  are  also 


PRACTICAL   PHONOGRAPHY.  63 

represented  by  the  letter  K.  When  the  syllables  con,  com,  accom,  cr  cog  are 
not  prefixes,  but  occur  between  other  syllables  of  a  word,  they  may  still  be 
represented  as  though  prefixes,  as  in  signs  18  and  19.  In  words  in  which 
con  and  com  occur  together,  it  is  best  to  write  con  in  full,  as  in  sign  10  in 
Exercise. 

CONTRA,  CONTRI,  CONTRO  or  COUNTER  are  represented  by  a  halved  K  in 
most  cases.  Signs  n  and  12.  Exceptional  instances  are  junctures  with  the 
letters  K  or  Gay  wherein  the  Nhook  is  also  added  to  the  prefix  as  in  sign  14. 

CIRCUM  or  SELF  are  represented  by  the  circle  S,  as  in  signs  21  and  22. 
When  the  circle  S  also  begins  the  next  syllable,  as  it  does  in  stance,  in  the 
word  circumstance,  enlarge  the  S  circle  of  stance  to  indicate  the  addition 
of  circum,  as  in  sign  24. 

FOR  or  FORE  are  represented  the  same  as  the  word  for  is  expressed  in 
Partial  List  of  Consonant  Word-Signs  in  Lesson  VIII — /'.  e.,  by  the  phono- 
graphic letter  F.  Signs  25  and  28,  this  Exercise. 

IN  or  UN,  when  joined  preceding  the  circle  S,  may  be  very  conveniently 
expressed  by  a  backward  initial  hook,  as  in  signs  30  and  31.  ///,  as  a  word, 
may  also  be  similarly  indicated.  Sign  34  in  Exercise. 

INTEL,  INTER,  ENTER,  INTRO  or  UNDER  are  represented  by  a  halved  N, 
joined  as  in  signs  36,  37,  etc. 

MAGNE,  MAGNA  or  MAGNI  may  be  expressed  in  a  few  words,  such  as 
magnify,  magnitude,  etc.,  by  the  phonographic  consonant  M,  as  in  signs  43, 
44,  etc. 

AFFIXES. 

BLE,  ELY  or  BILITY  are  represented  by  the  phonographic  stroke  B,  as  in 
signs  49,  50,  etc. 

FOR  or  FORE,  as  affixes,  are  indicated  by  the  same  sign  as  when  prefixes. 
See  signs  54  and  55  in  Exercise. 

ING,  as  ari  affix,  is  represented  by  the  phonographic  letter  N,  as  in  signs 
56  and  57.  Ings  and  Ingly  are  therefore  properly  written  as  in  signs  61 
and  62. 

MENTAL  or  MENTALITY,  are  each  expressed  by  a  halved  M,  terminating 
with  an  N  hook,  as  in  signs  67  and  63.  MENT  is,  of  course,  written  the 
same.  Sign  65. 

BLENESS,  FULNESS,  SOMENESS  or  SELV,  as  affixes,  are  represented  by  the 
sign  used  for  the  prefix  self — the  circle  S.  Signs  72,  73,  74,  etc. 

SELVES  or  LESSNESS  arc  represented  by  the  Ses  circle,  as  in  signs  76,  78, 
etc.,  in  Exercise. 

SHIP,  as  an  affix,  is  represented  by  the  phonographic  letter  Ish,  as  in  signs 
82  and  83. 

SOEVER  is  expressed  by  a  joined  circle  S*  and  an  R.     Signs  86,  87,  etc. 


64  PRACTICAL   PHONOGRAPHY. 

USE  OF  THE  PREFIXES  AND  AFFIXES. 

In  making  use  cf  the  phonographic  prefixes  and  affixes,  students  are  prob- 
ably more  apt  to  lose  sight  of  the  two  grand  principles  of  phonographic 
writing — sound-spelling  and  outline  brevity — than  in  any  other  range  of 
practice.  Hence  the  necessity  for  extra  caution.  Remember,  the  prefix 
for  com,  accom,  con,  or  cog  represents  the  sounds  of  those  prefixes,  not  simply 
the  letters;  and  therefore  the  sign  for  those  prefixes  may  also  represent  the 
sounds  of  conn,  comm,  or  accomm  as  in  the  words  commend,  connire  and  ac- 
commodation, which  are  therefore  correctly  written  as  in  signs  i,  2  and  8  in 
Exercise,  those  words  being  phonographically  spelled  corn-end,  con-ive, 
accom-dation,  according  to  rule  for  brevity  in  word  outline. 

Frequently  the  prefixes  con  or  com,  or  the  affix  ing,  may  be  altogether 
omitted  from  some  words,  the  context  being  generally  a  certain  indication 
of  their  omission.  See  signs  5,  6,  58  and  59  in  Exercise. 

Where  one  sign  is  used  to  express  different  prefixes  or  affixes  (as  K  for  com, 
con,  accom  or  ccg  and  B  for  ble,  bly  or  biKly),  the  groups  are  those  in  which 
there  is  no  danger  of  mistaking  which  word  the  sign  is  intended  for  at  the 
time. 

The  instances  are  very  rare  wherein  words  containing  abbreviated  affixes 
or  prefixes  can  be  phrased  with  other  words;  and,  when  done,  the  word  con- 
taining the  affix  or  prefix  must  occupy  its  proper  place-position,  no  matter 
in  what  position  the  other  words  of  the  phrase  are  thus  compelled  to  be 
placed.  Furthermore,  whether  written  alone  or  in  phrases,  all  words  con- 
taining abbreviated  prefixes  or  affixes  take  position  in  accordance  with  the 
principal  vowel  sound  contained  in  the  main  portion  of  the  word,  not  the 
vowel  sounds  of  the  prefix  or  affix.  Prefixes  or  affixes  are  only  secondary 
to  the  rest  of  the  words  to  which  they  may  be  attached  and  are  therefore 
subject  to  no  particular  position,  occupying  simply  whatever  position  the 
rest  of  the  word  may  give  them  by  its  own  position.  For  instance,  contra- 
dict, sign  1 6  in  Exercise,  is  written  in  the  first  position  to  indicate  the  vowel 
sound  of  the  syllable  diet,  thus  compelling  contra  to  be  written  above  the 
line,  even  though  the  vowel  sounds  of  contra  are  second-place  ones.  In 
brief,  the  affixes  and  prefixes  are  to  be  treated  precisely  as  though  they  con- 
tained no  vowel  elements  whatever. 

In  some  words  it  may  be  at  first  somewhat  difficult  for  the  student  to  de- 
cide which  prefix  belongs  to  a  word — for  instance,  whether  the  prefix  con  or 
cont'i should  be  written  to  the  word  contribute.  In  that  word  the  difficulty 
is  caused  by  the  last  vowel  sound  of  contri  not  being  very  conspicuous,  and 
also  by  the  fact  that  tribute  being  a  word  of  itself  the  student  is  therefore 
apt  to  think  the  prefix  in  this  case  should  be  con.  This  would  be  an  erro- 
neous impression,  however,  contri  being  the  proper  prefix.  The  rule  is  to 
use  the  briefest  prefix  consistent  with  legibility. 


PRACTICAL   PHONOGRAPHY.  65 

EXERCISE. 


KEY. 

i  commend,  2  connive,  3  confuse,  4  cognate,  5  condition,  6  complete, 
7  accommodate,  8  accommodation,  9  accompany,  10  concomitant,  n  con- 
traband, 12  controvert,  13  counterfeit,  14  counteract,  15  contribution,  16 
contradict,  17  decompose,  18  misconstrue,  19  unaccompanied,  20  selfish, 
21  self-evident,  22  circumjacent,  23  circumflex,  24  circumstance,  25  forfeit, 
26  forswear,  27  forsooth,  28  forewarned,  29  fore-finger,  30  insult,  31  un- 
seemly, 32  unseasoned,  33  in  seeming,  34  in  some  instances,  35  intelligent, 
36  interest,  37  introduce,  38  undertake,  39  understood,  40  understand,  41 
undertaken,  42  intellectual,  43  magnesia,  44  magnify,  45  magnificent,  46 
magnitude,  47  magnanimous,  48  feeble,  49  nobly,  50  credibility,  5iforci- 
bility,  52  unstability,  53  disability,  54  therefore,  55  wherefor,  56  saying, 
57  offering,  58  meeting,  59  prancing,  60  musings,  61  racings,  62  knowingly, 
63  lovingly,  64  blushingly,  65  supplement,  66  fundamental,  67  ornamental, 
68  instrumentality,  69  feebleness,  70  wrathfulness,  71  watchfulness,  72  faith- 
fulness, 73  yourself,  74  gladsomeness,  75  irksomeness,  76  ourselves,  77  them- 
selves, 78  carelessness,  79  thoughtlessness,  80  artlessness,  81  friendship,  82 
partnership,  83  township,  84  fellowship,  85  courtship,  86  whensoever,  87 
wheresoever,  88  whosoever,  89  whosesoever,  90  we  did  not  think  you  could 
have  arrived  by  that  time,  91  as  soon  as  we  are  in  better  condition  financi- 
ally, we  will  take  your  advice  and  purchase  some  of  the  stock  you  mention ; 
but  not  at  present,  thank  you. 


66 


PRACTICAL    PHONOGRAPHY. 


LESSON  XIV. 
PHONOGRAPHIC  NUMERALS. 

The  adoption  of  short-hand  signs  for  the  Arabic  numerals  has  been 
attempted  by  writers  on  short-hand  before  the  compilation  of  this  book,  but 
such  attempts  have  been  of  the  crudest  character  imaginable,  one  author 
employing  as  many  as  three  different  signs  to  represent  each  Arabic  numeral, 
all  of  which  certainly  tends  rather  to  confuse  than  enlighten  the  pupil,  or 
save  time  for  him.  Again,  they  have  been  objectionable  from  another  rea- 
son, that  of  being  entirely  arbitrary  in  their  character,  not  a  single  symbol 
being  used  which  would  phonetically  afford  any  clew  whatever  to  its  meaning. 

In  the  list  below  presented,  however,  the  author  of  PRACTICAL  PHONOG- 
RAPHY believes,  will  be  found  that  unity  of  character  which  is  so  important 
in  a  matter  of  this  kind. 


o          Cipher 

\     /o 

HAven's  CABLC  OF 
PHONOGRAPHIC      fJUMERALjg. 

THE    SCIENCE    OF   RAPID    FIGURE-WRITING. 

c          / 

r  // 

COPYI^iqKE, 

1882, 
BY  CURTIS  HAVEN. 

0     JOO 

(    tow 

r      IOOQMC 

x     3. 

t    /j 

I     £0 

\o  £00 

\    4000 

^C    jflGQGOO 

^4 

^  /<* 

^     60 

^600 

^r  3,000 

^*     <3,OCV,GOO 

^   * 

v,      /4. 

^_      40 

W}  400 

^    4000 

^T  400Q0W 

^     cf 

-*      /df 

-\      <50 

~B    300 

"^    $000 

~Y"  $ooofoco 

—  6 

-*     // 

_     60 

-0600 

fiooo 

C  6000JDOO 

)    7 

>       // 

)       ?C 

d    700 

)    7,000 

r     7,000,000 

\     f 

J       /<f 

1        fO 

b     SCO 

1      $000 

Y~      $000000 

^  ^  & 

-     // 

r  yo 

^s>  yoo 

^  fOOO 

^T  $000,000 

PRACTICAL   PHONOGRAPHY.  67 

By  looking  carefully  over  the  above  list,  the  student  cannot  fail  to  recog- 
nize the  simplicity  of  its  arrangement,  and  its  entire  legibility.  The  figures 
i  and  2  are  represented  by  the  word-signs  for  their  common  names.  The 
other  figures  are  each  represented  by  a  conspicuous  consonant  element  of 
their  several  names,  the  figure  3  being  a  letter  R,  4  a  letter  F,  5  a  letter  V,  6 
a  letter  K,  7  a  letter  S,  8  a  letter  T  and  9  a  letter  N;  10  is  spelled  in  full;  12 
also;  ii  partly  so;  while  the  "teens"  are  represented  as  in  13,  14,  etc.,  by 
halving  the  original  sign  to  add  the  sound  of  T,  and  concluding  with  an  N 
hook;  20  is  nearly  spelled  in  full;  30  is  indicated  by  simply  halving  the 
primary  letter  representing  the  numeral  3,  and  similarly  with  40,  50,  etc. 
A  small  circle  S  is  used  for  a  cypher  because  it  most  resembles  that  symbol, 
and  from  this  principle  hundred  is  properly  represented  by  a  large  Ses  circle; 
thousand'^  well  represented  by  the  phonographic  consonant  Ith;  and  the 
letter  L  does  admirably  for  million. 

At  first  students  will  be  disposed  to  fear  that  these  phonographic  numerals 
will  conflict  seriously  with  their  word-signs  But,  if  they  persevere  in  the 
use  of  them,  they  will  find  this  to  be  anything  but  the  case,  especially  if  they 
have  much  figure  work  in  which  to  make  use  of  these  signs.  We  would 
state,  however,  that  when  only  one  figure  is  required  to  be  written,  the  old 
Arabic  characters  will  readily  suffice ;  and,  that,  in  writing  ordinal  numbers, 
second,  twenty-first,  etc.,  a  full  phonographic  outline  is  preferable,  as  in 
sign  46  in  Exercise.  And  where  the  name  of  the  number  ends  in  fh, 
drop  that  part  of  an  ordinal,  or  it  will  conflict  with  the  sign  for  tliousand. 
Nineteenth  written  without  the  th,  as  in  sign  13,  would  never  be  mistaken 
for  nineteen  when  met  with  in  a  sentence. 

In  joining  these  phonographic  numerals  where  the  words  thousand  or 
miilion  are  intended  though  omitted,  it  is  best  to  join  the  signs  in  groups, 
separating  such  groups  at  the  points  wherein  the  words  thousand  or  million 
would  have  occurred  had  they  been  written,  as  in  signs  49  and  50  of  Exercise. 
In  the  same  manner,  the  words  dollars,  pounds  (sterling)  and  shillings  should 
be  indicated  when  omitted,  as  in  signs  47  and  48.  But  it  is  best  not  to 
omit  those  words  in  sentences  where  the  context  would  not  indicate  them. 

In  book-keeping  no  junctures  whatever  are  allowable,  excepting  in  dates 
or  prices,  as  the  columns  of  amounts  require  the  figures  to  be  written  sepa- 
rately in  order  to  add  them.  For  the  same  reasons,  calculations  by  multipli- 
cation, subtraction,  or  division  must  all  be  made  by  separated  figures  as  in 
examples  51  to  54  of  Exercise. 

Other  than  the  above  exceptions,  the  more  figures  joined,  the  better  for 
rapid  notation. 

The  word  hundred,  when  occurring  in  a  sentence  unaccompanied  by 
figures,  should  be  represented  by  a  heavy  halved  N,  written  under  the  line, 
as  in  sign  44  in  Exercise.  It  will  not  conflict  with  any  other  word-sign. 


68 


PRACTICAL    PHONOGRAPHY. 


VISIBLE  VOWELS. 

Practical  phonographers  never  experience  any  difficulty  whatever  in  read- 
ing their  notes  wholly  unvocalized,  but  for  the  convenience  of  those  who 
may  desire  to  be  somewhat  more  precise  in  writing  technical  or  classical 
terms,  foreign  words,  etc.,  the  following  complete  list  of  visible  signs  repre- 
senting all  the  vowel  sounds  of  the  Invisible  Alphabet  is  here  appended. 


E 

I 

Oi 

A 

0 

u 

(V 

Oo 

Long  3ounds 

r 

\ 

\ 

i  _ 

1 

v/ 

* 

• 

Short  Sounds 

j 

><- 

•^ 

J 

ri 

y 

Broad,  founds 

2  S 

broadest  Sound 

§ 

i 

The  above  list,  however,  must  not  be  supposed  to  in  any  degree  change 
the  value  of  any  of  the  vowel-signs  of  the  Visible  Alphabet.  The  signs  there 
given  and  which  are  duplicated  in  the  first  line  of  above  diagram  still  as 
perfectly  represent  all  the  sounds  of  their  letters  as  they  do  in  the  Visible 
Alphabet,  the  additional  signs  being  simply  other  signs  intended  to  more 
conspicuously  indicate  the  short  and  broad  sounds  of  the  vowels  at  times 
when  the  phonographer  desires  to  make  very  particular  indication.  Other- 
wise the  sign  for  E  in  the  Visible  Alphabet  quite  as  correctly  represents  both 
the  long  and  short  sounds  of  E,  as  though  the  additional  sign  for  the  short 
sound  in  above  diagram  did  not  exist.  Another  use  to  which  these  addi- 
tional signs  may  be  put,  is  by  substituting  them  for  their  original  signs  in 
instances  wherein  to  employ  the  original  sign  would  make  an  impracticable 
juncture.  In  this  way  the  signs  for  the  short  sounds  may  be  made  to  do  duty 
for  the  long  sounds  of  the  Visible  Alphabet,  and  that  too,  without  the  least 
loss,  but  rather  a  gain,  in  legibility.  The  formation  of  the  consonants  to 
which  they  are  joined  will  positively  indicate  such  use  of  the  vowel  signs. 

PUNCTUATION. 

Professional  short-hand  writers  punctuate  by  leaving  spaces.  Others,  more 
precise,  make  use,  in  particular  work,  of  signs  which  cannot  clash  with  their 
phonographic  symbols.  The  vowel  indication  of  other  methods  of  short- 
hand writing  make  a  substitution  of  extraordinary  punctuational  signs  a 
necessity  when  punctuation  is  desired,  but  the  uniformity  of  the  word-build- 
ing of  PRACTICAL  PHONOGRAPHY  permits  the  use  of  all  the  ordinary  printed 
punctuational  marks  except  the  dash,  the  marks  of  parenthesis  and  the 
hyphen.  The  dash  is  therefore  represented  by  a  short  waved  line,  the  paren- 
thesis by  brackets  and  the  hyphen  by  two  small  parallel  lines.  See  phrases  38 
and  39  in  Exercise. 


PRACTICAL    PHONOGRAPHY,  69 

The  foregoing  remarks  apply  solely  to  work  done  at  leisure  (business  mem- 
oranda, etc.),  there  being,  of  course,  no  time  in  actual  reporting  to  insert  any 
punctuational  marks  whatever.  Punctuating,  at  time  of  reporting,  is  done 
entirely  by  spacing,  a  space  of  about  an  inch  and  a  half  serving  for  a  period, 
a  space  of  somewhat  less  than  an  inch  doing  duty  for  all  the  other  ordinary 
marks,  the  hyphen  not  being  indicated  at  all.  All  new  paragraphs  are  com- 
menced one  inch  from  the  left-hand  margin  of  the  paper  written  upon, 
questions  commencing  one  and  a  half  inches  from  same  margin,  the  other 
lines  of  writing  all  commencing  very  near  left-hand  margin. 

When  a  speaker  repeats  the  same  phrase  several  times  in  a  sentence,  the 
phonographer  may  make  use  of  a  long  waved  dash  line  to  denote  the  re- 
peated words  in  their  reoccurrence  instead  of  rewriting  those  words.  See 
sentence  numbered  40  in  Exercise. 

SOUND  SYLLABLES. 

A  proper  appreciation  of  the  sound  syllables  of  language  is  a  great  aid  to 
the  student  in  building  outlines  for  infrequently  occurring  words,  and  it  is, 
therefore,  an  aid  which  should  be  cultivated  as  much  as  possible.  A  good 
way  to  attain  this  result  is  to  write  words  in  as  few  syllables  as  possible,  con- 
sistent with  legibility.  For  instance,  do  not  divide  the  word  vagrancy  thus: 
vag-ran-see ;  nor  yet  omit  the  final  vowel  sound  as  in  va-grans.  Signs  41 
and  42.  The  former  makes  too  ex-tended  an  outline  and  the  latter  is  too 
brief  for  legibility.  The  latter  also,  by  the  use  of  the  Ns  circle  as  a  termina- 
tion, fails  to  provide  for  the  final  invisible  vowel,  which  is  always  entitled 
to  representation  by  writing  the  last  consonant  in  full.  Vagrancy  should 
be  divided  into  sound-syllables  as  in  sign  43 — va-gran-cy — thus  giving  its 
final  vowel  full  representation  by  the  use  of  the  full-sized  S,  and  at  the  same 
time  rendering  the  word-outline  sufficiently  brief  for  rapid  writing. 

LIGHT  OUTLINES. 

When  there  is  a  possibility  of  choice  make  use  of  a  light  word-outline  in 
preference  to  a  heavy  one,  and  wherever  readable  lighten  the  heavy  phono- 
graphic strokes  as  well,  or  at  least  write  them  as  lightly  as  possibl'e  without 
destroying  legibility.  Many  prominent  phonographers  make  no  distinction 
whatever  between  the  light  and  heavy  phonographic  strokes,  writing  all 
alike  light.  Like  other  phonographic  expediences  this  is  a  matter  in  which 
students  must  be  governed  entirely  by  their  skill  in  reading,  though  the  less 
heavy  strokes  made  the  greater  the  rapidity  of  one's  fingers  become.  The 
Reader  (Part  III  of  this  book)  is  mostly  written  in  light  character,  because 
it  is  best  for  students  to  familiarize  themselves  with  such  outlines,  but  in 
their  own  professional  work  they  should,  of  course,  please  themselves. 

After  this  lesson,  dotted  lines  are  also  omitted  from  the  short-hand  plates, 
an  imaginary  line  being  all  that  is  necessary  for  the  purposes  of  a  professional. 


PRACTICAL   PHONOGRAPHY. 

EXERCISE. 


KEY. 

i  Been  able,  2  to  be  able,  3  it  can  only,  4  little  by  little,  5  insult  upon 
insult,  6  cannot  have  been,  7  not  to  have  been,  8  not  to  be,  9  shall  be  on, 
10  one  or  the  other,  n  was  it  as,  12  second  chapter,  third  section,  13  tenth 
book,  chapter  nineteenth,  14  volume  one,  page  fortieth,  15  Paul's  Epistle  to 
the  Corinthians  eleventh  to  thirteenth  chapters  inclusive,  16  in  the  world, 
17  in  the  first  place,  18  in  the  second  place,  19  in  the  third  place,  20  in  the 
next  place,  21  in  the  last  place,  22  more  or  less,  23  on  either  hand,  24  on 
the  other  hand,  25  on  the  one  hand,  26  on  the  contrary,  27  notwithstand- 
ing, 28  nevertheless,  29  beforehand,  30  Kingdom  of  Christ,  31  the  first 
thing,  32  the  first  subject,  33  the  first  position,  34  the  first  and  second,  35 
the  first  and  last,  36  the  best  and  worst,  37  Temperance  Society,  38  the 
presence  of  that  man  (pointing  to  the  chairman)  is  an  open  insult  to  this 
convention,  39  such  was  our  late  brother — a  laughter-loving,  good-intend- 
ing soul,  40  they  were  once  the  conquerors  of  the  East;  they  were  once  the 
chosen  people  of  the  Lord;  they  were  once  the  keepers  of  the  Shekinah,  41 
vag-ran-cy,  42  va-grans,  43  va-gran-cy,  44  hundred,  45  twenty-one,  46  twenty- 
first,  47  four  dollars  and  fifty-nine  cents,  48  nine  pounds,  three  shillings  and 
six  pence,  49 f  thirty- four  thousand  five  hundred  and  sixty-nine,  50  eight 
hundred  and  ninety-one  thousand,  two  hundred  and  sixty- three 


51 — 946 
539 

407 


54—22 


5229 


359 

178 

733 


896 


16 


40  — 
ii 


ii 


PRACTICAL   PHONOGRAPHY.  71 

CONCLUDING  LESSON. 


LEGAL  REPORTING. 

In  this  field  of  short-hand  writing,  experience,  together  with  a  knowledge 
of  law  forms  and  expressions,  is  of  as  much  importance  as  the  acquisition  of 
the  phonographic  art  itself.  And,  in  this  field  also,  absolute  accuracy  of 
transcription  and  individual  judgment  on  the  part  of  the  phonographer,  are 
both  attributes  which  must  exist.  Of  course  beginners  can  not  be  presumed 
to  possess  large  experience,  and  one  must  begin  sometime,  since  all  those 
of  great  experience  now,  have  in  the  past.  So  to  make  up,  in  some  meas- 
ure, the  lack  of  experience,  the  author  appends  the  following  timely  sugges- 
tions : 

In  criminal  cases  only,  is  it  necessary  for  the  phonographer  to  notice  the 
impanelling  of  a  jury,  and  unless  by  request,  the  remarks  of  counsel  need 
not  be  reported,  the  same  being  true  of  the  summing  up  of  counsel.  But 
the  judge's  charge,  unless  it  is  read  from  manuscript,  should  receive  the 
phonographer' s  most  particular  attention. 

Every  word  of  evidence  should  be  reported  with  the  utmost  exactness,  but 
the  objections  and  motions  of  counsel,  as  well  as  the  rulings  of  the  judiciary, 
need  not  be  reported  verbatim,  it  being  simply  necessary  for  the  phonogra- 
pher to  listen  attentively  throughout  and  present  such  motions,  rulings,  etc., 
in  as  brief  legal  form  as  possible. 

Write  all  transcriptions  of  legal  proceedings  on  legal  cap,  writing  on  both 
sides  of  the  paper,  and  using  the  first  page  as  the  title  page  of  each  day's 
report.  Each  title  page  should  contain  name  of  court,  title  of  suit,  the 
judge's  name,  names  of  counsel,  plaintiff  and  defendant,  with  date  of  trial. 
The  title  page,  to  be  complete,  should  also  contain  an  index  to  the  evidence. 

In  making  reports  of  testimony  and  other  similar  work,  a  good  plan  is  to 
procure  paper  ruled  down  the  side  with  two  lines,  one  line  being  an  inch  and 
the  other  an  inch-and-a-half  from  the  left-hand  margin  of  the  paper.  This 
kind  of  paper  can  be  procured  from  most  law  stationers  in  the  cities,  but 
persons  residing  outside  of  large  towns  and  those  who  do  not  wish  to  spend 
the  amount  of  money  necessary  for  such  paper,  can  make  a  very  good  sub- 
stitute out  of  common  foolscap  or  ruled  manilla  paper,  by  ruling  the  sides 
of  it  with  a  lead  pencil.  With  this  paper  a  very  important  determination 
can  be  arrived  at  in  reading  one's  notes — that  is,  one  can  always  tell  whether 
he  is  about  to  transcribe  an  interrogatory  or  a  declarative  sentence,  by  simply 
beginning  all  interrogatory  sentences  at  the  line  which  is  one-and-a-half 
inches  from  the  margin  of  the  paper,  and  all  replies  and  other  sentences  at 
the  line  which  is  an  inch  from  the  margin. 


72  PRACTICAL   PHONOGRAPHY. 

POINTS  TO  REMEMBER. 

Devote  as  much  time  to  reading  as  to  writing  phonography. 

Write  the  exercises  contained  within  these  lessons  over  and  over  again, 
even  after  you  have  mastered  The  Reader.  They  contain  words  and  phrases 
which  have  been  selected  especially  for  all-time  practice. 

Remember  that  time  is  wasted  by  attempting  to  write  rapidly  before  one 
can  write  well;  that  the  difficulty  of  reading  poorly  written  phonography 
will  be  far  more  regretted  than  a  lack  of  speed  while  learning;  and  that 
speed  is  certain  to  follow  where  a  neat  and  accurate  style  is  the  student's  aim. 

A  student's  progress  in  the  art  of  rapid,  and,  at  the  same  time,  legible 
writing,  depends  very  greatly  upon  the  frequency  and  length  of  time  given 
to  practising  the  art.  Students  who  practice  most  frequently  and  for  the 
longest  period  at  a  timo,  master  the  art  first. 

Never  slight  the  joined-words.  The  skilled  phonographer  executes  these 
combinations  in  one-half  the  time  requisite  to  write  each  word  separately. 

A  good  plan  for  study  and  to  gain  familiarity  with  a  large  number  of 
words  is  for  the  student  to  get  a  common  spelling  book  and  practice  upoa 
all  the  hard  words  therein.  Practice  of  this  sort  will  go  a  great  way  towards 
making  easy  the  path  which  leads  to  rapid  writing. 

Future  practice  in  writing  will  much  accelerate  the  student's  proficiency, 
if  he  or  she  will  practice  in  precisely  the  same  manner  a  regular  phono- 
graphic reporter  works.  To  accomplish  this  object,  procure  a  reporter's 
note  book  either  by  purchase  or  making  it  yourself.  These  books  are  about 
the  shape  and  size  of  a  common  pass-book,  and  nearly  half  an  inch  thick,  to 
admit  of  lengthy  reports  being  taken;  but,  unlike  most  other  note  books, 
they  open  at  the  bottom  instead  of  at  the  side,  and  when  in  use,  only  one  side 
of  the  paper  is  written  on — that  which  is  nearest — and  afterwards  when  those 
leaves  are  all  written  upon,  the  book  is  turned  and  the  other  sides  are  ready 
for  use.  This  method  always  secures  a  good  foundation  for  the  phono- 
graphic writing,  and  prevents,  in  a  great  measure,  awkward  illegibility. 

It  will  be  observed  that,  although  the  Exercise  to  this  lesson  is  almost 
wholly  made  up  of  light  outlines,  a  certain  amount  of  discretion  has  been 
employed  in  its  writing.  For  instance,  where  an  invisible  vowel,  represented 
alphabetically,  is  used,  its  heavy  characteristic  is  retained  because  unless 
such  were  the  case  the  very  presence  of  the  vowel  would  simply  become  a 
means  of  confusion.  Again,  such  heavy  half-signs  as  that  representing  God 
will  also  be  found  to  retain  its  heavy  characteristic,  for  similar  reasons.  By 
observance  of  these  facts  and  application  of  these  rules — /.  e.,  that  heavy 
halted  characters  when  written  alone  and  heavy  visible  vowels  must  preserve 
their  shaded  characters — students  will  experience  no  difficulty  in  reading 
sentences  wherein  outlines  are  written  lighter  than  originally  learned. 


PRACTICAL   PHONOGRAPHY.  73 

EXERCISE. 

0^?-^,—  ^      _.J-r 
)^-       T      s>—  J 


KEY. 

What  the  oak  is  to  us  as  a  symbol  of  majesty,  of  grandeur,  and  of  endur- 
ance, that,  to  the  Syrians,  was  the  Cedar  of  Lebanon.  "When  the  prophet 
Ezekiel  wished  impressively  to  picture  the  pride  and  power  of  the  Assyrian 
King,  lie  said:  "Behold  the  Assyrian  was  a  cedar  in  Lebanon,  with  fair 
branches  and  with  a  shadowing  shroud,  and  of  a  high  stature;  not  any  tree 
in  the  garden  of  God  was  like  unto  him  in  his  beauty."  And  Isaiah,  in 
describing,  prophetically,  "The  joyful  flourishing  of  Christ's  Kingdom," 
says:  "The  glory  of  Lebanon  shall  be  given  unto  it."  This  tree  is  more 
remarkable  for  its  wide  spreading  branches  and  massive  trunk,  than  for 
lofty  height;  its  breadth  is,  in  fact,  often  greater  than  its  heighth.  These 
characteristics,  so  suggestive  of  shelter  and  protective  strength,  invest  the 
tree  with  a  patriarchal  dignity.  "The  branches,"  says  Dr.  Thomson,  "are 
thrown  out  horizontally  from  the  parent  trunk.  These,  again,  part  into 
limbs  which  preserve  the  same  horizontal  direction;  so  on  down  to  the 
minutest  twigs;  and  even  the  arrangement  of  the  clustered  leaves  has  the 
same  general  tendencv.  Climb  into  one,  and  you  are  delighted  with  a 
succession  of  verdant  floors  spread  around  the  trunk,  and  gradually  narrow- 
ing as  you  ascend.  The  beautiful  cones  seem  to  stand  upon  or  rise  out  of, 
this  green  flooring  "  It  was,  for  a  long  time,  commonly  supposed  that  the 
only  remaining  true  cedars  of  Lebanon  were  the  group  in  the  Valley  of  the 
Kedisha  River,  in  Northern  Lebanon,  known  as  B'Sherreh  Grove.  But 
this  grove  is  far  from  being  the  only  remaining  representative  of  the  ancient 
"glory  of  Lebanon."  The  cedar  referred  to  in  Scripture,  in  connection 
with  the  rites  of  purification,  is  supposed  to  be  a  Phoenician  juniper,  whose 
wood  is  aromatic.  It  was  called  Oxycedrus  by  Pliny,  and  is  still  common 
on  Lebanon. — From  1 'he  Home  Circle. 


PART  III. 
THE    READER. 


PUBLIC  SPEAKING. 

It  may  perhaps  be  of  use  to  those  anxious  to  become  orators  to  know  that 
from  some  cause  or  other  almost  all  speakers  occasionally  not  only  lose  the 
thread  of  their  argument,  but  lose  all  knowledge  of  what  they  are  talking 
about.  I  have  seen  this  occur,  says  a  writer  in  one  of  our  English  contem- 
poraries, with  many  of  our  most  experienced  orators,  and  when  it  happens 
they  repeat  a  few  vague  generalizations  until  their  thoughts  come  back  to 
them,  when  they  fall  back  again  into  their  speech.  Thus  their  temporary 
wool-gathering  escapes  detection,  except  by  those  who  watch  them  very 
closely.  An  inexperienced  speaker,  instead  of  this,  pauses,  gets  confused, 
and  sits  down  in  despair.  Another  mistake  of  budding  speakers,  and  indeed 
of  many  who  are  in  full  bloom,  is  to  speak  too  quickly.  The  person  who 
wishes  to  be  heard  can  hardly  speak  too  slowly.  He  should  pronounce  not 
only  each  word,  but  every  syllable  of  each  word  distinctly.  Mr.  Bright 

NOTE. — This  part  of  the  book  is  intended  for  both  reading  and  writing  practice,  the  printed  pages 
being  the  key  to  the  short-hand  engraving  opposite  them.  Students  should,  therefore,  not  civ  so 
studying  these  pages  until  they  can  both  read  the  short-hand  engraving  as  rapidly  as  print  and  write 
the  printed  pages  from  dictation  into  as  precise  short-hand  as  they  are  herein  written  by  the  author. 

Before  the  student  begins  practicing  the  exercises  found  within  this  portion 
of  the  book,  the  author  furthermore  desires  to  state  that,  while  this  part  is 
in  a  great  degree  intended,  with  the  help  of  The  Vocabulary,  to  perfect 
students  in  the  proper  use  of  word-signs,  its  primary  object  is  to  give  them 
a  concise  idea  of  the  manner  of  INVENTING  SPECIAL  ABBREVIATIONS  extem- 
poraneously, while  engaged  in  reporting  lectures,  sermons,  etc.  To  obtain 
a  complete  idea  of  the  manner  in  which  this  is  accomplished,  it  will  be  ne- 
cessary for  the  student  to  observe  the  following  rules  in  making  use  of  this 
Reader: 

ist. — Carefully  read  and  note,  in  the  short-hand  pages  herein,  every  di- 
gression from  the  long  way  of  writing  words  and  phrases  for  which  word  or 
phrase  signs  have  not  been  already  learned,  or  which  do  not  appear  in 
The  Vocabulary. 

2nd. — Write  the  exercises   from  dictation;    afterwards  comparing   your 
short-hand  writing  with  the  original.     Rewrite  and  re-rewrite  from  dicta-" 
tion  until  your  short-hand  writing  compares  precisely  with  that  in  this  Reader. 

3rd.  and  last. — Transcribe  your  short-hand  writing  and  compare  with  the 
printed  key.  By  this  means  many  slight  but  important  contractions  may  be 
discovered,  which,  otherwise,  might  be  overlooked. 

(74) 


PRACTICAL   PHONOGRAPHY. 


75 


\ 


r 


\  ( 


X     V./ 

L    ( 


v     v         o O 


, 
V,     b  ) 

(, 


o 


\ 


,*-  i 


76  PRACTICAL   PHONOGRAPHY. 

once  said  that  nothing  cost  him  more  difficulty  than  to  learn  to  speak  slowly. 
A  clear,  deliberate  utterance  of  every  syllable,  with  pauses  to  mark  the  steps 
at  the  end  of  each  sentence,  does  not  produce  the  effect  of  tediousness  but 
the  reverse. — Scientific  American. 


THE  PULSE  IN  HEALTH  AND  DISEASE. 

Many  erroneous  impressions  prevail  about  the  pulse  as  indicative  of  health 
or  disease,  a  common  opinion  being  that  its  beatings  are  much  more  regular 
and  uniform  than  they  really  are.  Frequency  of  pulsation  varies  with  age. 
In  the  new-born  infant  pulsations  are  from  130  to  140  to  the  minute;  in  the 
second  year,  from  100  to  115  ;  from  the  seventh  to  the  fourteenth  year,  from 
80  to  90;  from  the  fourteenth  to  the  twenty-first  year,  from  75  to  85;  from 
the  twenty-first  to  the  sixtieth  year,  from  70  to  75.  After  that  period  the 
pulse  is  generally  thought  to  decline,  but  medical  authorities  differ  radically 
concerning  this  point,  having  expressed  the  most  contradictory  opinions. 
Young  persons  are  often  found  whose  pulses  are  below  60,  and  there  are 
even  many  instances  of  pulses'  habitually  reaching  100,  or  not  exceeding  40, 
without  apparent  disease.  Sex  especially  influences  the  pulse,  which  in 
women  is  from  10  to  15  beats  more  rapid  than  in  men  of  the  same  age. 
Muscular  exertion,  even  position,  materially  affects  the  pulse  of  both  sexes. 
Its  average  frequency  in  healthy  men  of  27  is,  when  standing,  81;  when 
sitting,  71;  when  lying,  66  per  minute;  in  women  of  the  same  age  in  the 
same  positions,  91,  84  and  79.  In  sleep  the  pulse  is  in  general  considerably 
slower  than  during  wakefulness.  In  certain  diseases,  acute  dropsy  of  the 
brain,  for  example,  there  may  be  150,  even  200  beats;  in  other  kinds  of 
disease,  such  as  apoplexy  and  some  organic  affections  of  the  heart,  there  may 
be  no  more  than  20  to  30  to  the  minute.  Thus,  one  of  the  commonest  di- 
agnostic signs  is  liable  to  deceive  the  most  experienced  practitioners. 


FIFTEEN  FOLLIES. 

First. — To  think  that  the  more  a  man  eats  the  fatter  and  stronger  he  will 
become. 

Second. — To  believe  that  the  more  hours  children  study  at  school  the  faster 
they  will  learn. 

Third. — To  conclude  that,  if  exercise  is  healthful,  the  more  violent  and 
exhaustive  it  is  the  more  good  will  be  done. 

Fourth. — To  imagine  that  every  hour  taken  from  sleep  is  an  hour  gained. 

Fifth. — To  act  on  the  presumption  that  the  smallest  room  in  the  house  is 
large  enough  to  sleep  in. 

Sixth. — To  argue  that  whatever  remedy  causes  one  to  feel  immediately 
better  is  "good  for"  the  system  without  regard  for  more  ulterior  effects. 


PRACTICAL   PHONOGRAPHY. 


77 


4 


1  _  , 


I 


78  PRACTICAL   PHONOGRAPHY.' 

Seventh. — To  commit  an  act  which  is  felt  in  itself  to  be  prejudicial,  hoping 
that  some  how  or  other  it  may  be  done  in  your  case  with  impunity. 

Eighth. — To  advise  another  to  take  a  remedy  which  you  have  tried  your- 
self, without  making  special  enquiry  as  to  whether  the  conditions  are  alike. 

Ninth. — To  eat  without  an  appetite,  or  continue  eating  after  the  appetite 
is  satisfied  merely  to  gratify  the  taste. 

Tenth. — To  eat  a  hearty  supper  for  the  pleasure  experienced  during  the 
brief  time  it  is  passing  down  the  throat  at  the  risk  of  a  whole  night  of  dis- 
turbed sleep,  and  a  weary  waking  in  the  morning. 

Eleventh. — To  remove  a  portion  of  the  covering  immediately  after  exer- 
cising, when  the  most  stupid  drayman  in  New  York  knows  that  if  he  does 
not  pull  a  cover  on  his  horse  the  moment  he  ceases  to  work  in  Winter  that 
he  will  lose  him  in  a  few  days  by  pneumonia. 

Twelfth. — To  contend  that  because  the  dirtiest  children  in  the  street  or 
highway  are  healthy  that  therefore  it  is  healthy  to  be  dirty;  forgetting  that 
continuous  daily  exposure  to  the  outdoor  air  in  joyous,  unrestrained  activi- 
ties is  such  a  powerful  agency  for  health  that  those  who  live  thus  are  well  in 
spite  of  their  rags  and  filth. 

Thirteenth. — To  presume  to  repeat,  later  in  life,  without  injury,  the  indis- 
cretions, exposures  and  intemperance  which  in  the  flush  of  youth  were  prac- 
ticed with  impunity. 

Fourteenth. — To  believe  that  warm  air  is  necessarily  impure,  or  that  cold 
air  is  necessarily  more  healthy  than  the  confined  air  of  a  crowded  vehicle. 
The  latter  at  most  can  only  cause  nausea,  while  entering  a  conveyance  after 
walking  briskly,  and  lowering  the  window  will,  by  exposure  to  a  draft,  give 
cold  infallibly,  or  an  attack  of  pleurisy  or  pneumonia,  which  will  cause  weeks 
and  months  of  suffering,  if  not  actual  death  within  a  few  days. 

Fifteenth. — To  "remember  the  Sabbath  day"  by  working  harder  and 
later  on  Saturday,  than  any  other  day  in  the  week,  with  the  view  of  sleeping 
late  next  morning  and  staying  at  home  all  day  to  rest,  conscience  being 
quieted  by  the  plea  of  not  feeling  well. — Dr.  Hall. 


THE  SWORDSMAN  OF  THE  SEA. 

The  United  States  Fishery  Commission  steamer  Lookout  just  returned 
from  her  summer  cruise,  brings  some  interesting  facts  connected  with  the 
swordfish,  the  catching  and  sale  of  which  has  become  quite  an  industry  on 
the  New  England  coast.  During  July,  August  and  September  many  smacks 
are  fitted  out  for  the  capture  of  these  fishes.  Part  of  the  past  summer  the 
Lookout  devoted  to  investigating  the  grounds  they  frequent  and  discovering 
new  localities  where  they  abound.  The  swordfish  is  taken  by  harpooning, 
and  vary  in  weight  100  to  600  pounds  apiece.  They  are  armed  with  a  flat 
sword  about  three  feet  in  length,  with  which  they  lull  their  prey,  cutting  it 


PRACTICAL   PHONOGRAPHY. 


79 


10    V,  ^ 

T  c      ^  ^      ^~- 

c — I 

^Ss 

^M         tf— —^^2^  r        • 

'  LM  '  ^—  ^  *"* 

•5          x    \  \    I 

^    Si  -          V 


s 


^rs 


/- 


"L  i.  ^  ) 


\ 


/• 

/ 


\_ 


• 


x\ 


Li      )  -  •  f  L 


I 

" 


x   — .  <*» 


s 


S 


80  PRACTICAL   PHONOGRAPHV. 

up  by  a  horizontal  motion  of  their  sword  before  eating  it.  Their  meat  is 
white  and  delicate,  and  brings  a  very  good  price  in  all  the  northern  markets. 
The  harpoon  is  used  with  a  detachable  head,  to  which  is  fastened  about 
forty  fathoms  of  line  about  one-third  of  an  inch  in  thickness.  To  the  end 
of  this  line  is  fastened  a  small  keg  to  act  as  a  buoy.  The  smack  is  provided 
with  a  strong  temporary  platform  at  the  end  of  her  bowsprit  called  the 
"pulpit."  Upon  this  the  harpooner  stands. 

A  lookout  as  stationed  at  the  masthead  to  discover  the  fish.  They  are 
seen  feeding  near  the  surface  of  the  water,  usually  with  the  long,  curved 
dorsal  fin  and  upper  portion  of  tail  showing  above  the  water.  The  smack 
bears  away  for  the  fish,  and  the  "pulpit,"  if  he  gets  within  reach,  plants  his 
harpoon  as  near  the  centre  of  the  body  of  the  fish  as  he  can.  The  harpoon 
pole  pulls  out  by  means  of  a  small  line  at  the  upper  end  as  soon  as  the  fish 
starts  off,  the  harpoon  line  and  buoy  being  thrown  overboard  at  the  same 
time.  The  fish  is  then  allowed  to  exhaust  himself  by  towing  the  buoy  for  a 
greater  or  lesser  time,  according  to  his  size  and  the  way  he  was  struck.  The 
smack  in  the  meantime  cruises  about  for  other  fish. 

When  it  is  desired  to  take  the  harpooned  fish,  a  man  goes  after  it  in  a 
small  boat,  provided  with  a  short  lance,  much  like  a  seal  lance.  He  picks 
up  the  buoy  and  gradually  hauls  in  or  plays  out  the  line,  precisely  as  one 
might  in  playing  with  a  salmon,  until  the  fish  is  worn  out,  when  the  finish- 
ing stroke  is  given  by  lancing  it  through  the  head  and  gills.  With  all  this 
care  the  fish  are  frequently  lost,  owing  to  their  great  vigor  and  strength  and 
the  delicate  nature  of  the  flesh,  in  which  the  harpoon  is  embedded. 

Lieutenant  Woods  states  that  one  was  caught  by  the  Lookout  this  summer 
which  weighed  400  pounds.  He  says  he  has  noticed  as  high  as  twenty 
smacks  engaged  in  this  fishery  at  within  a  radius  of  six  miles.  Among  the 
specimens  on  board  the  Lookout  is  the  sword  of  one  fish  measuring  four  feet 
from  where  sawed  off  at  the  head  to  the  point.  It  varied  from  six  inches  to 
two  inches  in  breadth  and  about  two-sixteenths  in  thickness  at  the  sharp  end. 


LUCK  vs.  PLUCK. — Men  who  depend  upon  "luck"  for  success  usually  ex- 
pect to  reap  without  sowing,  to  inherit  and  not  earn  success  in  the  world. 
It  is  fatal  to  a  young  man's  future  to  adopt  this  creed  early  in  life.  Every 
man  in  the  history  of  a  lifetime  will  have  one  opportunity  to  show  what  his 
mettle  is  made  of.  Was  it  luck  gave  us  the  steamboat,  sewing  machine, 
telegraph  and  telephone?  The  biographies  of  Fulton,  George  Stevenson, 
Cyrus  W.  Field,  Howe  and  Edison  do  not  say  so.  Therefore,  let  truth, 
honesty  and  industry  guide  you.  Let  your  motto  be,  "Luck  is  a  fool.  Pluck 
is  a  hero."  Cultivate  self  reliance,  don't  drink,  don't  swear,  don't  steal  offi- 
cially or  unofficially,  be  manly  and  sincere  and  vOur  success  is  sure. — JOHN 
COYLE,  in  Napa  Classic. 


PRACTICAL   PHONOGRAPHY. 

v_y 


y-1      •?   I. 


X    4 


s 


' 


~7 


\ 


—  \ 


r> 


I 


~~  ' 


*     \ 


\ 


32  PRACTICAL   PHONOGRAPHY. 


STRAY  LEAVES  FROM  THE   AUTHOR'S    NOTE-BOOK. 


CORRESPONDENCE. 

T.  R.  HALLOWELL,  Chief  Accountant  Bethlehem  R.  R.  Co. 

DEAR  SIR: — I  have  only  to-day  received  your  statement  dated  May  4th, 
showing  car  service  of  our  cars  on  your  railway. 

The  delay  seems  unacccunti  ble.     Would  you  please  look  into  the  matter 
and  advise  me  as  to  the  cause? 

Your  early  reply  will  greatly  oblige 

Yours  truly, 

ARMAND  DOOLITTLE, 

First  Auditor. 


MRS.  FRANK  HARDCASTLE,  Marchmont,  Mo. 

DEAR  MADAM: — Your  favor  of  the  ist  inst  is  before  me. 

After  a  hasty  examination  of  the  particulars  mentioned  therein,  I  am  in- 
clined to  believe  that  there  could  scarcely  have  been  any  misunderstanding 
between  your  deceased  husband  and  our  agent  at  your  town.  Your  husband 
certainly  perused  the  printed  agreement  on  his  policy  before  signing  same 
and  of  course  it  would  be  imposible  for  us  to  consider  any  supposed  verbal 
arrangement. 

I  will  advice  you  at  a  later  date  regarding  the  other  matter  you  mention. 

Very  respectfully, 


WM.  MACELHAINEY,  ESQ.,  Treas.  23d  Nat.  Bank  of  New  York. 

DEAR  SIR: — We  advise  you  somewhat  hastily  to  please  look  out  fcr  check 
No.  563,  endorsed  by  H.  Smith,  Jr.,  &  Co.,  and  dated  the  ist  ult. 

This  check  was,  through  the  carelessness  of  a  clerk,  addressed  to  your  bank, 
when  it  should  have  been  sent  to  the  23d  National  Bank  of  NEWARK. 

It  is  our  custom  to  have  our  mail  made  up  by  one  clerk  and  examined,  be- 
fore it  is  sent  out  by  another;  but,  on  this  occasion,  the  gentleman  who 
usually  performs  the  latter  duty,  was  absent,  and  under  great  press  of  bus- 
iness, the  examination  was  entirely  overlooked — hence  the  blunder. 

Ere  receipt  of  this,  you  have  most  likely  discovered  the  mistake.  Please 
be  kind  enough  to  return  check  promptly  and  accept  our  apologies. 

Truly  Yours 

J.  M.  MARKLEY, 

Treasurer. 


PRACTICAL   PHONOGRAPHY. 


1 


83 


3- 


\x-  —  —  j  .-, 

^"^      b 


oo  ^°  3 


c,  . 


* 


x 


°V  --  1  ^-\ 


S 


^ 
(o 


84  PRACTICAL   PHONOGRAPHY. 

Messrs.  JESSUP  &  CARMAN,  Cleveland,  O. 

GENTLEMEN: — Replying  to  yours  of  the  2d  inst.  the  goods  you  refer  to 
were  shipped  you  promptly  the  afternoon  of  the  day  purchased,  a  fact  to  which 
our  shipper  and  his  assistant  together  with  our  "blotter,"  testify.  The  de- 
lay in  the  receipt  of  your  goods,  is  not  therefore  traceable  to  any  dereliction 
of  duty  upon  our  part,  and  as  an  additional  proof  of  this  statement,  we  en- 
close you,  herewith,  bill  of  lading,  which  you  will  observe  is  dated  in  ac- 
cordance with  above  statement.  This  being  the  case,  the  tardy  delivery  of 
the  goods  is  wholly  the  fault  of  the  railway  company,  and  we  return  you, 
with  this  letter,  the  bill  rendered  by  you  to  us,  and  advise  the  presentation 
of  it  to  the  railway  company  for  payment. 

Very  repectfully, 


JNO.  BROWN  &  Co.,)         j 

VS  /• 

THOMAS  ROGERS,    j  ^mages,  ^600. 

Messrs.  JNO.  BROWN  &  Co.,  Mantua,  Oldham  Co.,  Mass. 

GENTLEMEN  : — I  received  a  call  this  a.  m.  from  the  defendant  in  your  suit, 
Mr.  Thos.  Rogers. 

The  purpose  of  his  call  was  to  arrange  a  compromise  by  the  payment  to  you 
of  $200  cash. 

I  would  advise  your  acceptance  of  this  compromise  and  thus  avoid  further 
litigation,  although  the  expenses  incurred  by  you  having  amounted  to  $210, 
it  is  a  loss. 

Before  arranging  a  compromise,  however,  if  you  conclude  to  make  one, 
write  me  a  letter  stating  you  will  compromise  for  $400.  This  is  no  more  than 
just,  and  I  think  he  may  accept. 

Please  advise  me,  as  early  as  possible,  what  course  to  pursue,  and  oblige. 

•  Your  obedient  servant, 

'  T.  DUDLEY  BECKET. 


COUNCIL  REPORTING. 


X. — I  would  urge  upon  you,  gentlemen,  an  ENTIRE  prohibition  of  street- 
huckstering.  I  speak  in  the  behalf  of  between  three  and  four  thousand  gro- 
cers and  legitimate  dealers  who  suffer  from  unregulated  and  indiscriminate 
huckstering.  They  ask  simply  that  as  tax-payers  they  may  be  protected  in 
their  rights.  They  ask  that  the  hucksters  be  placed  on  the  same  basis  as 
storekeepers,  who  are  required  by  law  to  pay  mercantile  taxes,  rents,  licenses 
and  other  taxes. 


PRACTICAL   PHONOGRAPHY. 


85 


>  v 
C 


< 
V* 

V. 


L 


V 


/ 

u 


~  s 


— ? 


-s  _  A? 
\ 


LD 


\ 


86  PRACTICAL    PHONOGRAPHY. 

Rowan. — I  would  like  to  ask  Mr.  X.  if  he  keeps  a  grocery  store? 

No ;  I  am  not  so  unfortunate.  I  am  in  business  as  a  butter,  egg,  and 
cheese  dealer. 

I  would  like  to  ask  the  amount  of  license  you  pay  yearly? 

We  paid,  last  year,  fifty  dollars. 

What  is  the  amount  of  business  that  you  do  yearly? 

It  ranges  from  one  hundred  to  two  hundred  thousand  dollars. 

Then  you  would  be  satisfied  with  a  proportionate  amount  of  tax  on  the 
hucksters,  I  suppose? 

I  would  not. 

Then  you  want  them  to  be  imposed  upon  more  than  you? 

No,  sir. 

Now  Mr.  Chairman,  what  is  his  real  motive  ?  Is  it  his  own  personal  bene- 
fit or  not? 

My  own  motive  is  to  secure  the  passage  of  an  ordinance  that  will  please 
all.  We  ask  that  these  people  be  prohibited  from  selling  on  the  streets. 

Are  not  the  streets  free? 

Well,  they  seem  to  be,  at  present. 

Why  do  you  want  to  prohibit  people  from  selling  goods  on  the  street? 

Because  we  do  not  think  it  a  proper  way  of  doing  business.  We  think  it 
is  giving  them  privileges  that  other  people  do  not  possess. 

You  said  a  moment  ago  that  you  paid  fifty  dollars  license  to  the  city  last 
year  and  did  a  business  of  one  or  two  hundred  thousand  dollars.  Now,  if 
you.  do  two  hundred  thousand  dollars  worth  of  business  yearly,  you  are  cheat- 
ing the  city  out  of  about  one  hundred  dollars  a  year,  and  if  you  do  a  bus- 
iness of  one  hundred  thousand  dollars,  you  are  cheating  the  city  out  of  about 
fifty  dollars  a  year.  Now,  I  think  it  would  be  advisable  for  you  to  sock  up. 
Mr.  President,  I  am  a  paper  hanger,  carrying  on  business  in  a  store,  but 
any  journeyman  papsr  hanger  can  go  to  a  manufacturer  and  buy  wall  paper 
by  the  single  roll  as  cheaply  as  I  can  buy  it  by  the  thousand  rolls.  These 
journeymen  will  paper  anybody's  house  from  whom  they  can  get  a  job,  yet  I 
would  never  think  of  asking  that  the  journeymen  should  be  prohibited  from 
going  around  and  "huckstering"  their  work.  The  action  of  these  people 
who  desire  to  crush  the  hucksters  out  of  existence  is  a  scandalous  and  out- 
rageous one  and  is  an  effort  to  oppress  the  poor. 


COURT  TESTIMONY. 


Q. — The  bills  that  you  had  against  the  estate,  I  suppose,  have  all  been 
paid — your  bills  for  medical  services.     A. — I  claim  a  professional  privilege. 


PRACTICAL    PHONOGRAPHY. 


C    •» 


v 
^ 


e 

•*•* 


J/ 


\ 


88  PRACTICAL   PHONOGRAPHY 

Q. — You  have  a  legacy  of  how  much  under  the  will.  A. — I  understood 
that  I  had  $40,000  under  the  will. 

Q. — How  much  of  that  did  you  get  outside  of  the  will.  A. — I  didn't 
know  that  I  was  brought  here  to  answer  questions  about  my  private  business. 

Objected  to  by  Mr.  Clinton.     Objection  sustained. 

Q. — Can  you  state  any  one  of  Mr.  Y's  children  whom  Mrs.  K.  or  Mrs. 
Y.  urged  to  have  admitted  to  the  room  who  was  not  admitted.  A. — Yes, 
sir;  Artemas.  It  was,  I  think,  in  July,  1876. 

Q. — State  what  was  said  on  the  subject  at  the  time,  and  by  whom.  A. — 
Mrs.  K.  stated  to  Mr.  Y.  that  his  son  Artemas  was  down  stairs,  and  would 
like  to  see  him.  She  urged  him  to  see  him,  but  the  old  gentleman  would 
not.  There  was  another  occasion  also,  I  think,  in  the  month  of  July.  He 
was  at  his  father's  house  very  frequently. 

Q. — What  children  saw  their  father  by  stealth.  A. — I  have  seen  Mrs.  T. 
look  in  the  partly  opened  door;  I  have  seen  Mrs.  A.,  Mrs.  O.  and  Mrs.  L., 
do  the  same.  This  was  during  the  period  of  his  illness.  Mrs.  A.  was  at 
the  house  frequently  — almost  daily. 

Q. — How  many  times  did  she  look  through  the  half-open  door.  A. — I 
think  every  time  she  was  there  and  did  not  go  into  the  room  to  see  him. 

Q. — When  was  it  that  the  deceased  told  Mrs.  L.  that  he  had  made  the 
best  will  he  could.  A. — My  recollection  of  it  is  that  it  was  in  the  front 
room,  within  two  months  of  his  death. 

Q. — Who  was  present.  A. — I  don't  remember  any  except  the  deceased 
myself,  and  Mrs.  L. 

Q. — To  whom  did  he  say  that  if  he  had  to  make  a  will  a  hundred  times 
he  would  not  make  it  differently.  A. — I  think  I  heard  him  say  that  to  dif- 
ferent members  of  his  family. 

Q. — Are  you  able  to  state  that  he  said  that  to  any  particular  member  of 
the  family  you  could  name.  A — My  impression  is,  it  was  Mrs.  L.  I  can't 
name  any  other. 

Q. — When  was  it  he  told  you  he  had  given  Samuel  and  Alfred  the  largest 
portion  of  his  property.  A. — In  1854. 

NOTE. — The  student  will  notice  throughout  the  short-hand  plates  that  where  a  sentence 
ends  at  or  near  the  right-hand  end  of  the  line  of  writing,  that  the  next  sentence  is  commenced 
one-half  inch  from  the  left-hand  margin  of  the  next  line,  instead  of  an  inch  and  a  half  as 
otherwise  necessary  when  a  period  occurs  within  the  line  of  writing.  This  is  done  to  dis- 
tinguish between  the  end  of  a  paragraph  and  the  beginning  of  a  paragraph  or  interrogatory 
sentence,  either  of  which  would  be  implied  were  the  space  rule  for  indicating  a  period  ap- 
plied to  such  instances,  i.  e.,  where  a  sentence  terminates  at  or  near  the  right-hand  end  of 
the  line  of  writing. 


rRACTK.AI.    PHONOGRAPHY. 


V 
,/< 


- 

E 


~  h 


. 

f  -v  L 

• 


/  }    3      X 


f 


r~) 


\ 


-  rT 


90  PRACTICAL   PHONOGRAPHY. 

Q. — You  stated  that  he  said  to  proponent  here,  "When  I  die  you  will 
have  great  responsibilities,  and  I  want  you  to  carry  out  what  is  in  the  will 
and  other  papers."  What  other  papers.  A. — He  said  some  other  papers 
that  were  to  be  left,  and  I  understood  him  to  say  attached,  or  to  be  attached, 
to  the  will. 

Q. — When  was  it  that  he  told  you  that  if  he  had  died  at  some  previous 
time,  the  world  would  never  have  known  him.  A. — The  first  time  was  in 
May,  1876. 

Q. — Do  you  recollect  any  conversations  that  he  had  with  other  persons 
about  purely  business  matters.  A. — Only  on  one  occasion.  I  usually  left 
the  room  when  persons  came  on  business  to  see  him.  Once  Mr.  W.  came 
in  with  some  papers.  Mr.  Y.  told  me  to  sit  down  and  listen  to  a  paper.  He 
told  W.  to  read  it,  which  he  did.  He  (Mr.  Y.)  said  "  Doctor,  I  want  you 
to  witness  that  paper,"  and  I  did  so.  I  have  never  seen  the  paper  since  his 
death,  and  do  not  know  where  it  is.  I  could  state  a  part  of  the  contents, 
but  not  all. 


THE  ROSTRUM. 


Mr  Chairman  and  my  friends :  I  am  very  glad  to  do  myself  the  honor  of 
coming  to  your  city  and  speaking  a  few  words  upon  a  subject  that  I  know 
is  deeply  interesting  to  you — the  subject  of  total  abstinence  from  intoxicating 
liquor.  I  have  only  a  few  moments  to  be  with  you,  for  I  am  going  across 
the  river  to  speak  at  two  meetings  there.  I  am  obliged  to  catch  the  quarter 
of  eight  boat,  and  what  can  I  say  to  you  in  the  few  moments  that  are  alloted 
to  me  ?  Simply  this  :  This  work  that  we  are  now  engaged  in  is  a  work  of 
malice  towards  none  and  charity  for  all ;  for  the  liquor  seller  and  for  the 
liquor  drinker  especially.  If  these  men  who  are  engaged  in  the  business, 
and  those  men  who  die  intemperate,  were  made  to  believe  that  those  who  do 
not  drink  are  their  friends,  a  great  trouble  would  be  overcome  and  the  cause 
of  total  abstinence  benefitted.  But  we  act  coldly,  and  many  of  that  class 
of  men  that  we  are  desirous  of  reaching  we  have  driven  away  from  us.  We 
have  so  talked  about  the  liquor  seller  that  we  could  not — did  not  say  "  come 
and  be  one  of  us."  Now,  if  we  gain  success  in  this  kind  of  work,  we  must  in- 
vite all,  plead  with  all.  You  need  not  try  to  compel  a  man  to  be  sober. 
You  must  persuade.  Appeal  to  his  honor,  his  integrity,  to  his  home,  to  his 
country,  and  to  his  God. 

Our  work,  so  far,  has  been  signally  blest  of  God — signally  blest.  Men 
who  have  been  the  victims  of  intoxicating  liquor  have  signed  the  pledge; 
men  who  have  been  engaged  in  the  sale  of  it  have  given  up  their  business, 


rRACTK.AI,   PHONOGRAPHY. 


V 


•"— 1 


A. 


I 


K 


V. 

X 


92  PRACTICAL   PHONOGRAPHY. 

and  are  now  within  the  ranks  of  .total  abstinence.  They  are  working  with 
us  with  a  zeal,  with  a  patience,  and  with  a  cheer  that  shows  in  themselves 
the  beauty  and  grandeur  of  this  reform.  A  great  fault  with  the  Christians 
is,  we  have  allowed  the  cause  of  total  abstinence  to  be  established  OUT  OF  THE 
CHURCH.  I  say  this  for  a  truth,  and  there  are  many  things  that  testify  to  this 
fact.  We  allow  ourselves  to  grow  indifferent  about  it.  We  do  not  feel  deeply 
about  it,  and  so  make  no  attempt  to  do  good  in  this  direction. 

You  can  tell  a  man  anything  but  his  faults.  He  will  let  you  pat  him  on 
the  back  and  say  he  is  a  splendid  fellow.  You  may  praise  him  to  the  high- 
est heaven;  but  tell  him  of  his  faults,  and  he  begins  to  feel  a  little  different. 
It  is  nice  to  be  patted  on  the  back  and  to  be  told  you  are  a  good  fellow — a 
fi'ne  lady ;  but  when  the  Holy  Spirit  asks  to  show  you  ALL  THINGS,  he  show- 
you  views  that  you  do  not  like.  The  peace  of  God  comes  to  us  by  doing 
the  will  of  God,  and  that  work  is  accomplished  by  the  heart  yielding  obedi- 
ence to  the  truth.  Therefore,  I  say  to  you  that  the  strangest  thing  in  the 
present  age  is  that  Christian  people  make  a  claim  of  being  exceptional,  and 
yet  they  do  not  like  very  much  to  be  told  of  their  faults.  I  confess  to  that 
same  fault.  When  a  good  brother  takes  me  by  the  arm  and  says :  "  Frank. 
I  dont  like  what  you  said  a  moment  ago,"  or  "  What  you  said  last  evening 
should  have  been  left  unsaid,"  I  feel  rebuked.  But  it  is  not  always  very 
comfortable  to  me.  I  declare  I  think  we  are  like  the  little  people  attending 
school.  They  like — all  of  them — to  be  pronounced  very  excellent  scholars, 
whether  they  are  so  or  not. 

I  believe,  withal,  my  friends,  that  this  country  will  be  revolutionized  by 
this  reform,  but  it  can  only  be  done  by  the  people  totally  abstaining  from 
intoxicating  liquors.  You  need  not  undertake  to  stop  those  in  the  business 
from  selling  or  buying.  Let  the  people  stop  buying  and  the  work  is  accom- 
plished. The  man  who  is  in  the  business  of  selling  liquor  will  be  unable  to 
sell.  But  we  have  got  to  stop  buying.  That's  the  thing  !  Then,  you  see, 
instead  of  the  man  stopping  in  a  saloon  on  the  way  home  Saturday  evening, 
and  coming  home  intoxicated,  and  the  most  of  his  money  gone,  he  walks 
right  home  to  Sallie  Ann  and  puts  his  ten  or  fifteen  dollars  into  Sallie's  hand, 
and  it  brings  joy  to  her  and  the  little  ones.  He  is  happier  and  much  more 
pleasant  to  all  than  he  would  otherwise  have  been.  How  different  from  the 
time  when  the  husband  came  home  staggering,  and  after  coming  home  she 
Jound  his  money  had  been  spent  and  he  intoxicated  with  liquor  purchased 
with  the  money  that  should  have  been  brought  to  her. 

But  when  a  man  has  made  up  his  mind  to  be  a  true  and  loyal  man  to  his 
wife  and  to  his  children,  he  will  have  no  regard  for  the  intoxicating  cup. 
That  man  will  walk  home — yes,  he  will — and  take  the  money  and  pay  his 
grocery  bill  j  and  he  will  be  respected. 

Mr.  Murphy,  you  have  only  exactly  three  minutes  more  to  catch  the  boat. 


PRAC1 ICAI,   PHONOGRAPHY. 


/ 


r 


/I 


o/ 


/ 
" 

v 


\ 


s  \      C 


c  „ 


l'  iL--1- 
.>    "~X 


c 


94  PRACTICAL   PHONOGRAPHY. 

Three  minutes  !  Well,  I  will  have  to  come  over  to  Camden  and  live  here 
for  a  week.  It  is  a  great  cross  to  go  away  from  this  audience,  but  I  must  be 
punctual  to  the  people  across  the  water.  Dear  people,  if  you  have  come  here 
for  the  purpose  of  hearing  me,  I  esteem  it  a  great  privilege  to  be  permitted  to 
speak  before  you,  and  thank  you  for  your  heartfelt  confidence.  I  must  hold 
obedience  to  duty,  but  I  wish  I  had  time  to  tell  you  how  I  became  saved.  I 
wish  I  had.  My  dear  friends,  I  commenced  life  with  hopes  as  bright  as  any 
of  you.  Had  a  good  mother,  and  she  taught  me  that  which  was  good  and 
beautiful.  I  expected  to  make  her  life  radiant  with  sunshine,  and  would 
have  done  so  but  for  the  fascination  of  the  intoxicating  bowl.  Some  people 
say  there  is  no  fascination  about  it,  but  there  is  a  great  fascination  about  it. 
Notice  the  jollity  of  the  drinking  man,  the  cheerful  expression  on  his  coun- 
tenance. How  hearty  the  drinking  men  meet  with  each  other.  "  Here  you 
are,  Bill  !  Let's  go  in  and  take  something."  And  they  go  in  and  set  them 
up  and  down.  Do  you  know  what  is  hurting  the  church  to-day.  WE  ARE 
so  QUIET  about  our  religion.  We  do  not  tell  anybody  about  it.  We  are 
afraid  to  pray  in  prayer  meeting.  We  are  walking  in  the  highway  of  the 
saints,  but  when  we  get  up  at  the  stile  of  His  redeeming  love  we  can  hardly 
tell  whether  we  are  saved  or  not.  The  people  are  not  in  love  with  our  re- 
ligion. If  everyone  were  to  be  fascinated  by  their  religion,  and  would  talk 
about  it,  showing  by  genial  and  kindly  conduct  their,  character,  they  would 
find  peace,  and  the  people  would  come  in  through  the  church  windows. 
The  people  are  all  in  love  with  a  religion  that  you  talk  about,  and  they  are 
coming  here  to  seek  for  it.  And  this,  I  think,  is  the  best  that  I  can  say  to 
you,  my  brethren  here  who  have  signed  the  pledge — speak  about  it.  This  is  a 
personal  responsibility.  Remember  that  God  will  hold  you  responsible ;  for 
you  have  a  duty  to  perform  the  same  as  I  have,  and  let  us  all  do  our  duty. 
Trust  in  God,  and  verily  thou  shalt  be  successful.  With  the  pleasures  that 
lie  around  the  intoxicating  bowl,  I  was  led  off,  and  fell  as  low,  perhaps,  as  it 
is  possible  for  a  man  to  fall  and  live.  I  became  separated  from  wife  and  chil- 
dren and  from  everybody  that  made  life  very  dear  and  precious  to  me.  But 
God,  in  His  infinite  mercy,  sent  a  good  man  to  speak  to  me.  And  when  he 
invited  me  very  kindly  to  attend  religious  service,  I  begged  of  him  that  he 
would  excuse  me ;  that  I  would  not  disturb  his  meeting.  Half  intoxicated 
as  I  was,  I  ask  him  to  please  excuse  me,  but  there  was  a  kind  expression  upon 
the  man's  face,  and  when  I  looked  into  his  countenance  I  refused  no  longer. 
I  said  :  "  Sir,  I  will  go."  I  did  go  with  him,  and  heard  the  blessed  gospel 
of  our  precious  religion ;  and  there,  from  the  kind  words  of  my  friends,  I 
there  gave  my  heart  to  Christ.  Absolutely,  I  am  trying  to  do  what  I  can  to 
lead  other  men  from  the  haunts  of  vice  to  the  still  waters  of  eternal  rest. 
Let  me  say  to  you,  dear  people,  preach  the  love  of  God — preach  the  love  of 
God.  There  is  a  wonderful  love  for  the  bruised  heart  that  he  cannot  tell 


PHOyoGRAPHV, 


x      —n.    c 

V 

X.*     «• 

>    ^          x   " 


95 

i  v  s 


17 


A  c   -..'X 


•> 

[•v,    , 


/  *S  «\.  u 


j    /  ^    -V 


V. 


.  A 


j  r 


y 


V 


0~        >V 


X 


90  PRACTICAL   PHONOGRAPHY. 

anything  about  himself,  and  we  know  not  how  much  we  can  forgive  until  we 
are  an  outcast.  I  wonder,  if  your  boy  should  ask  your  forgiveness  of  a  great 
crime  that  you  knew  him  to  be  guilty  of,  would  you  give  it?  You  would 
say, :  "I  will  forgive  my  boy. ' '  Why  ?  Because  he  is  your  boy.  Therefore, 
let  me  say  to  you :  keep  this  work  going  in  this  place  with  acts  of  cheer- 
fulness and  love,  and  of  kindness.  Good  night. 


Perhaps  one  of  the- most  positive  proofs  that  we -have  of  the  soul's  indr 
pendence  of  the  body,  is  our  great  need  of  love  and  of  something  to  lovi 
Were  we  mere  animals,  creatures  doomed  to  perish  after  a  few  brief  years  o. 
life  in  this  world,  that  which  contents  the  brute  would  content  us.  To  ea( 
and  sleep  well,  to  have  an  easy  time  of  it,  would  be  enough.  As  it  is,  we 
may  have  these  things,  and  health  to  enjoy  them  and  yet  be  utterly  wretched. 
Neither  can  mental  food  satisfy  us.  "Some  one  to  love"  is  our  heart's  cry. 
When  the  atmosphere  of  tenderness  is  about  us,  we  rejoice;  when  people  are 
harsh  and  unkind,  we  suffer.  We  begin  life,  wishing  to  love  all  people,  and 
believing  that  they  love  us.  Experience  hardens  us.  Our  dear  ones  grow 
fewer;  but,  as  long  as  reason  lasts,  we  must  love  some  one,  we  must  at  least 
imagine  that  some  one  loves  us.  The  parents,  sisters  and  brothers  and  that 
dearest  friend  whom  we  promised  to  love  and  cherish  until  death,  these  come 
into  our  lives  and  fill  them  up.  Afterward  come  the  little  children,  frail., 
helpless  babies,  who  need  our  care  so  much,  and  friends  to  whom  we  are  no' 
kin,  yet  who  grow  dear  to  us.  Some  have  many  loved  ones,  and  some 
but  one.  Heaven  help  those  who  have  none,  though  they  are  often  to 
blame  for  their  own  empty  heartedness;  for  kindness  will  win  love.  They 
are  always  wretched,  and  they  often  show  their  craving  for  something  to  love 
by  cherishing  some  dumb  animal,  such  as  a  dog,  a  parrot,  or  a  kitten,  on  which 
they  lavish  caresses  which,  better  spent,  would  have  bound  some  human 
heart  to  theirs.  Pride — morbid  sensitiveness — may  have  been  at  the  bottom 
of  their  loneliness,  and  these  pets  fill  the  aching  void  a. little.  Some  one  to 
love !  It  is  the  cry  of  the  human  soul,  the  note  to  which  every  heart  re- 
sponds ;  the  bond  which  will  bind  us  all  together  in  that  world  where  mourn- 
ers shall  be  comforted  and  love  shall  reign  forever. 


That  life  is  a  poor  one  which  is  devoid  of  ambition ;  which  has  no  object 
to  work  for;  no  height  to  strive  to  reach.  A  person  may  be  good  and  kind- 
hearted  while  willing  to  live  in  idle  ignorance  and  let  the  world  go  on 
growing  in  wealth  and  wisdom  without  his  taking  an  active  part  in  it,  but 
he  is  certainly  both  very  dull  of  mind  and  sluggish  of  body  who  does  so. 


rRACTICAf.  PHONOGRAPHY. 


\ 


\ 


<7* 

r 


s 


'  r\ 
x  ~^v 


,  V 


r 


\  ^ 


PART  IY. 
THE  VOCABULARY. 


PREFATORY. 

The  advantages  of  this  concluding  portion  of  the  book  are  two-fold.  It 
is  intended  as  a  help  to  the  young  reader,  and,  at  the  same  time,  as  a  small 
store-house  of  steno-phonographic  knowledge  from  which  all  students  may, 
at  their  leisure,  cull  many  beautiful  abbreviations,  important  speed-assuring 
word-signs  and  best-outlines  for  words  which  might  admit  of  several  forms. 

The  phonographic  outlines  are  arranged  in  accordance  with  the  letter- 
position  of  the  Visible  Alphabet,  commencing  with  the  different  outlines 
beginning  with  the  letter  P  as  a  main-stem,  and  continuing  with  those  hav- 
ing B  for  the  main-stem,  etc.,  etc.,  etc.,  concluding,  therefore,  with  Ow. 
The  halved  characters  of  each  series  preceeds  the  ordinary  sized  signs  of  that 
series,  the  double-lengths  coming  last  in  order.  Vowel  word-signs,  of 
course,  occupy  their  relative  place  in  accordance  with  the  other  letters  of 
the  alphabet. 

None  of  the  word-signs  will  be  found  placed  in  position,  the  signs  them- 
selves being  simply  written,  and  their  meaning,  in  the  entire  three  positions, 
being  explained  by  the  words  arranged  opposite  the  signs — those  nearest 
them  representing  their  meaning  when  written  in  the  second  position;  the 
words  after  the  figures  i  or  3  designating  their  meanings  when  the  phonog- 
rapher  wishes  to  place  them  in  either  the  first  or  third  positions. 

Where  the  letters  thr  occur  together  in  the  following  lists,  the  student  is 
to  understand  that  the  words  their,  there,  they  are  and  other  are  implied. 

It  is  not  advisable  to  hurry  through  this  part  of  the  book;  though,  if  the 
students  like  the  forms  presented  and  prefers  to  acquire  a  complete  familiarity 
with  them  all  in  the  shortest  possible  time,  there  can  be  no  objection  to  such 
a  course.  But,  at  the  same  time,  it  is  not  necessary  that  the  student  should 
learn  even  the  eighth  part  of  the  signs  here  presented  before  attempting 
practice  for  gaining  speed.  The  contractions  herein  can  be  learned  at  leisure 
as  occasion  permits,  a  few  at  a  time  being  conned  over  while  riding  in  a 
car,  "waiting  for  a  train,"  or  on  the  tardy  movements  of  one  with  whom 
one  has  made  a  business  engagement,  or  (if  one  is  a  clerk)  during  the  many 
seconds  of  spare^  time  which  are  strewn,  here  and  there,  through  the  work- 
ing hours  of  all  wielders  of  the  pen. 
,  After  the  student  has  become  thoroughly  acquainted  with  the  contractions 

(98) 


PRACTICAL   PHONOGRAPHY.  99 

herein  presented,  he  or  she  will  have  attained  a  knowledge  of  enough  abbrevi- 
ations for  the  attainment  of  a  speed  of  between  250  and  300  words  per  minute, 
with  practice.  But  if  one  be  gifted  with  an  unusually  retentive  memory,  he 
or  she  may  easily  construct,  for  his  or  her  personal  purposes,  as  many  more 
as  are  desired.  There  is  no  limit  to  the  number  of  contractions  which  may 
be  made,  and  students'  own  ideas,  together  with  the  knowledge  gained  by 
observance  of  the  similarity  of  construction  of  many  of  the  contractions  in 
this  book,  will  suggest  to  them  better  forms,  for  their  own  especial  work, 
than  a  stranger  could  arrange  for  them.  For  instance,  object  being  repre- 
sented by  a  letter  B,  objection  is  therefore  formed  by  simply  adding  a  shun 
hook  to  the  letter  B.  Subject  is  on  the  same  principle,  built  from  the  sign  for 
object  by  the  simple  addition  of  the  S  circle.  That  is  one  rule.  Another  is 
in  the  construction  of  phrases.  Thus,  the  letters  p-r-r  make  a  very  good 
equivalent  for  the  words  Pennsylvania  Railroad ;  per-(circle  s)-l  for  Presiding 
Elder;  and  ver-(circle  s)-p,  University  of  Pennsylvania,  etc.,  adinfinitum. 
Several  American  authors  have  taken  the  trouble  to  compile  cumbrous 
phonographic  dictionaries  containing  brief  forms  for  many  thousands  of 
English  words,  thus  conveying  to  learners  the  false  impression  that  it  was 
necessary  for  them  to  learn  innumerable  word-signs  before  they  could  be- 
come adept  at  the  art  of  the  short-hand  writer.  The  author  of  this  work, 
therefore,  desires  to  assure  all  who  may  labor  under  such  an  impression,  that 
it  is  wholly  an  erroneous  one,  many  competent  phonographers  of  to-day  not 
using  more  than  fifty  or  one  hundred  word-signs,  all  told,  in  their  professional 
work.  Nor  is  it,  as  we  have  before  implied,  absolutely  necessary  that  even 
one-eighth  of  these  following  should  be  committed  to  memory,  unless  the 
student  is  desirous  of  doing  so.  Here  they  are,  if  wanted.  A  dictionary 
of  more  than  here  presented  would  be  superfluous  in  the  last  degree. 


LIST  OF  WORD-SIGNS,  PROPER  OUTLINES  AND 
ABBREVIATIONS. 

Apt         3  put 
%  upon  it,  opened         i  point         3  happened 

pots         3  puts 

polled         i  complete,  complied         3  applied 
^  complaint,  complained,  plant,  planned         i  plaintiff 

•          complaints,  plants         i  plaintiffs 

y_  complaints  to  him         i  plaintiff's  machine 

•\  opportunity         i  pride,  particular-ly         3  proud,  appeared 

•\,  profit-ed-able         3  proved,  approved 

%  suspend 

spread         i  spirit,  sprite 

\  P,  party,  patent,  up         i  compel         3  happy,  hope 

\^  pyramid 


100  PRACTICAL   PHONOGRAPHY. 

N^x  parry         3  power 

\^^  uproar,  Pennsylvania  Railroad 

\^s^  peroration 

\X\  parapet 

\^S~  pay  required         3  power  of  the  court 

N\X?  Pay  refused         3  powerful 

\^  paraffine 

\    s  apparel         i  peril 

\  peculiar-ly 

\ c  peculiar  case 

N/°  appellation 

\,  poverty         3  hope  to  have 

\>  open,  upon         3  happen,  pun-ish-ed-ment 

\  potion,  passion,  compassion         3  option 

N>  pays,  pass,  possible         i  piece         3  oppose,  hopes 

y  positive-ly 

\p  possession         i  position         3  opposition 

\o  possess,  passes         i  pieces         3  opposes 

^V)  possessed 

\^x  possessor 

possessive 

post,  past,  passed         3  happiest 

post  mortem 

posterior 

pole         i  comply,  people-d         3  apply 

pulmonary 

plenary 

plain,  complain 

compulsion         i  completion 

plans,  complains         i  compliance         3  appliance 

paralytic 

parallel  . 

preliminary 

parliamentary 

parliamentarian 


PRACTICAL   PHONOGRAPHY.  1C  I 

proper,  principle-al-ly         i  appear         3  practice,  practical-ly 

properly 

prejudice 

paragraph 

<\  perform         i  perfect-ed         3  proof,  prove,  approve-al 

<\      s>     paraphrase 
<\  operation         i  perfection         3  oppression 

\o  praise         i  persons 

<N\j5 — s  President's  message 

°\^  praised         i  priest         3  practiced  ' 

c\o  process         i  persons         3  practices 

\  spoke,  special         i  speak,  speech 

q 

spinal  column 
\         spoken 

9 

\         surpension 

R 

\         suspicion 

V 

X         suspense 

°\          spiritual-ity 
^v         Supreme  Being 

expression         i  separation         3  suppression 
express         i  surprise         3  suppress 
°\          experience 

•N,^  Spiritualism 

°V  expressed         i  surprised         3  suppressed 

°\  experienced 

\  inexperience,  in  the  experience 

*v  inexperienced 


populous,  populace 

body,  beauty         i  between         3  about,  habit 

^  band         i  behind,  combined,  be  not,  bent,  bend         3  bound 

^          abundant 

bountiful 

S>  bold         i  built,  build-ed-ing         3  blood 

^  bland         i  blind,  blend         3  blunt 

^  boldness 

^  subsequent 


102  PRACTICAL    PHONOGRAPHY. 

\          B,  be,  been,  object         i  by        3  to  be 

bachelor 

objector 

been  able 
\>         above 

bonafide         i  combine-ation         3  boon 

bank 


>J         objective 
^          objection-able 

\>         objects,  base         i  business,  buys         3  abuse 
\          able,  belief,  believe         i  belong-ed,  by  all 

*\          member,  remember         i  liberty,  by  our         3  number-ed,  brother 
<\)         brave         i  biief 
*\.          brethren 

members         i  by  ours,         3  numbers 
remembrance 

subject         3  is  to  be 
subjected 
subjective 
subjection 


substantial  identity 

|  taught,  eighty         i  it  ought         3  it  would,  it  had 

i  it  could  have         i  it  ought  to  have         3  it  would  have 

contained,  contend,  it  not,  eighteen         i  it  ought  not         3  attend, 
J  attained,  it  had  not 

T  told,  tell  it,  till  it 

0  tell  of  it,  it  will  have  had 

1  toward,  trade         i  tried 
o  truth  of  it         i  contrived 
p  constant,  stand 

p  consisted 

p  consistant,  sustained 

p  constituted,  stated 

constituent 


PRACTICAL   PHONOGRAPHY.  IO 

• 

T,  it,  take,  eight         i  time,  what         3  at,  out 
I  technical 

it  can  only 

j  eight  thousand 

L--         eight  million 
^       temperate 

temptation 

twenty 

at  any  rate 

take  off         i  whatever         3  out  of 

ten,  taken         3  at  one,  attain,  town,  tune,  attune 
I  tenant 

\o  toss,  it  is,  its,  tis,  takes         i  times,  ties         3  itself,  it  was 

J  tens,  contains         3  towns,  attains,  at  once 

J-^  testament- ary 


taciturn 

j-j  eight  hundred 

h  taste,  tossed         i  test          3  at  first 

•tell,  till,  it  will         3  at  all,  until 

twelve,  it  will  have 
[^         at  all  events 

truth         i  try,  internal         3  true 

internal  revenue 

tremenduous 
I  truthfully         i  contri  < 

eternal,  eternity 


PRACTICAL   PHONOGRAPHY. 

transubstantiation 
j'"-'       translation 
J-s         transmit 

<r~N      Trinitarianism 

P 

set,  sat,  satisfy-ied-actory         i  city        ,3  suit 

r     t         set  off        3  set  forth 

P 

0          station,  satisfaction 

external,  construct         i  strength 
J          construction 

instruct-ed 
[j        instructive 

J          instruction,  in  the  construction 

P 

consist,  system 

P 

J          consistency,  sustain 

P 
J          consistence,  sustains,  circumstance 

circumstances 
sister 


cistern 

state         3  stout 

U  constitution 

I  date         i  did         3  doubt,  added,  had  it,  had  had 

t  dutiful         3  doubtful 

J  do  not         i  did  not         3  had  not 

delayed         i  delight-ed 
/» 

dread-ed         i  deride-d         3  during  it 
p 

said  it         3  has  had  it 

considered,  considerate 

inconsiderate 

D,  do,  day         i  dollar         3  had,  due,  advertise-ment 


PRACTICAL   PHONOGRAPHY. 

L_       dogmatic         i  dignity 
(J  develope 

t          differ-ent-ence         i  divine,  defendent 

done         i  denominate-d-ation         3  providential 

J  condition         i  edition         3  addition 

displace         i  displease 
L          disbelief,  disbelieve 
L          discharge 
L          disadvantage 

audience         i  denominations         3  providence 

J ^>    discriminate 

J >       discover 

J  dissection 

<L         dissever 

j-~^       disseminate         i  defendent's  machine 

deliver-ed,  delivery         i  idle 
\^s~>    delinquent 

deliverance 

dear,  dark         i  doctor         3  during 

drove         i  derive 

J  adoration         i  derision         3  duration 

J  darkens,  darkness 

I—-)       direlection 

said         i  seed,  side         3  sad,  has  had 

1 

consider-able-ably 

vj  consideration 

T 

inconsiderable- y 


io6 


PRACTICAL   PHONOGRAPHY. 


3 
t 
f 


X7 

/ 
/• 

V 


y 


in  consideration,  in  the  consideration 

is  said         3  h-as  said 

stead         i  steed         3  stood 

which  it         i  which  ought         3  which  had,  which  would 

which  have  it         i  which  ought  to  have         3  which  would  have 

which  not      i  which  ought  not      3  which  would  not,  which  had  not 

which  will  it         i  child 

which  will  not 

which  are  not         3  which  were  not 

such  it         i  such  ought         3  such  would,  such  had 

such  have  it         i  such  ought  to  have         3  such  would  have 

such  in  it         i  such  ought  not         3  such  would  not,  such  had  not 

such  will  have  it         3  such  will  have  had 

such  will  not 

Ch,  which,  change         i  each         3  much,  charge,  chapter 

whichever,  which  have 

which  will         i  each  will         3  much  will 

which  are  of        3  which  were  of 

such  have         3  such  would  have 

such  a  one 

such  will 

such  will  have 

such  are         3  such  were 

is  such         3  as  such 

charter 


judiciary 

gentleman         i  gentlemen 

joint  stock  company 

J,  advantage         i  G,joy,  Jesus 

Jewish  church 

gigantic 

junction 

Jehovah         i  joyful 

juvenile 

general-ly         i  join,  religion 

generation 

advantages 

justification 


3  agent,  imagined. 
3  large,  Jew 


3  imagine-ary-ation 


i  joys,  religious         3  Jews 


< 

o^ 


PRACTICAL    PHONOGRAPHY.  107 

generals,  generalize         i  joins 

generalization 

juxtaposition 


just         3  largest 

(/          generalized         i  religionist 
/         angel 

£—         angelic         3  evangelic 
/          angels         i  jealous         3  evangelize 
S         danger         3  larger,  jury 

f  dangers,  dangerous 

<^/         jurisdiction 
~J         Jerusalem 
^  thirty 

^          arrived 

^          thirteen,  are  not         i  rent,  earned         3  round,  around,  ruined 
^          word,  ward,  worked         3  world 
<^>          warned,  we  are  not         3  we  were  not 
a-          certain 
o"          concerned         3  surround 

R,  are,  air,  three         i  her        3  our,  hour 

represent 

represented 
_^-\  I     representative 
^^\      representation 

—  \        rapturous 

-"]         art 

road         i  read,  reed 
-"3        radient 
••^y         archangel         i  original 

7    Roman  Catholic 
--'*  -  recollect-  ion 
*\        three  thousand         i  earth 

three  million 

—  ""  —    herein         3  renew 
"-"^  —  ^-  hereinafter 

"  ----  '    hereinbefore 

hereinto 
r~~*f      hereof 
^J>        raffle 
^-°         hereon         i  earn         3  our  own 


108  PRACTICAL   PHONOGRAPHY. 

oration,  ration-al 

race,  rose,  arose         i  herself,  rise,  arise         3  ruse, 

wear,  wore,  work         i  we  are         3  aware 

wear  off         i  we  are  of        3  aware  of 

workmen         i  we  are  in         3  with  our  own 

Works  of  God 

concern-ing 

rare,  rather,  order,  are  there         i  writer 
rarer 
Rm,  arm 
hermaphrodite 

could,  sixty         i  quite         3  act 
account,  sixteen         i  cannot 
candle         i  kindly 
—*_s.      county  news         i  kindness 

cold         i  called,  equalled         3  conclude-d 
called  for         3  cultivate,  called  forth 

c-  cared,  court,  occurred    i  creature,  accord-ing-ly    3  cured,  accurate 

o_,  consequent 

e_  scold         i  skilled,  described         3  seclude,  schooled 

o-  sacred         i  secret         3  secured 

9~  unscored         i  unsecured 

K,  can,  came,  come,  six         i  common,  kingdom         3  country 

V  capable 

V  cabinet 

~~tj  equatorial 

£—  conquered 

c-,  concurrent 

I        Catholic,  six  thousand 

f     six  million         i  commonly 

. ^     committee 

. — ^~^>    commission 
— ^>    Commissioner  of  Patents 
• — 3    ^  question         i  coin 
—>       occasion-ed,  caution-ed         3  action 

comes,  cause         i  because,  kingdoms         3  accuse,  countries 

accession         i  acquisition         3  accusation 

exctacy 

— y       exaggerate-d 

__  £~     casual-ly 

, D  causes,  six  hundred         3  accuses 

__Q — .  exsiccated 

— •=>  cost,  coast,  cast         i  commonest         3  accused 

« —  difficult-y         i  call,  equal-ly 

c — c_.  calculable 


PRACTICAL   PHONOGRAPHY.  109 

difficult  of        i  call  forth 

collision         3  conclusion 

careful-ly 

carnival         i  christian-ity 

corruptive         i  creative 

curruption         i  creation 

characteristic 

consequential 

scale         i  skill         3  school 

circulation         3  seclusion 

score         i  describe,  Scripture         3  secure 

execrative         i  descriptive,  secretive 

execration         i  description,  secretion         3  excursion 

in  scoring         t  inscribe-d         3  insecure 

in  execration         i  inscription 

collect-ed 

collective 

collection 

corrective 

correction 

characters-ize 

got,  good         i  God,  get 
•J          gave  it         i  gift 

glad,  gold         i  guilty 
*""          great         i  greed,  agreed 

grandchild 
*7         grandchildren 
^^-     grandeur 

gratuitous-ly 

Gay,  together,  go         i  give-n         3  ago 

gave,  govern-ed-ment 

gain,  again,  gone,  organ,  began         i  begin-ning         3  begun 

organic 

organs,  organize 

organization 

organism 

organized 

glory,  glorify-ied 

glorification 

glories,  glorious 

signature  i  signify- ied,  significant 

has  gone  I  significancy 
segregative         I  significative 
segregation         I  signification 
segregance         i  significance 
X 

Q 

forty,  after,  for  it         i  feature,  for  what,  ii  it        3  future 
faint,  fond,  fourteen         i  find         3  found 


s 


IIO  PRACTICAL   PHONOGRAPHY. 

fantastic 

fanatasm 

float,  followed         i  field,  felt,  fled         3  flood 

afraid,  from  it         3  fruit 

F,  for,  four,  fourth         i  if        3  few,  far,  fact,  half 

favor-able 

family,  familiar 

phonography         i  fine         3  often 

fanon         i  financial 

fashion         i  confession         3  confusion 

full-y,  follow-ing,  for  all         i  feel,  fellow         3  flew,  awful 

philanthropy-ic-ist 

from         i  free,  form         3  offer 

frequent-ly 

forgot         i  forget 

formation 

furnished 

failure 

for  thr         i  if  thr 

follow  thr 

fifty,  have  it,  vote         i  of  it,  void         3  viewed,  have  had 

ventilate 

fifteen,  have  not 

convert-ed         i  virtue 

versatile 

volatile 

V,  have,  five         i  ever        3  however 

Vegetable  Kingdom 

vocation 


vague 

five  thousand 

avaricious         i  vicious 

five  million 

vain         i  even-ing 

evasion         i  vision 

five  hundred 

very,  every,  over 

overcome 

verify 


\ 


PRACTICAL   PHONOGRAPHY.  Ill 

everlasting 
everlasting  life 
everlasting  love 

^  everyone 

*"^  version          i  conversion         3  aversion 

j  every  one  of  us 

j-%  Universalism 

i  Savior,  several         i  conceive 

V  veil         i  evil         3  value 

c 

<^~~  vulgar 

i  have  thr         i  of  thr      .  3  view  thr,  however  thr,  however  they  are 

i  over  thr,  whoever  thr,  whoever  they  are 

V^  value  thr 

(  that,  think  it,  though  it         i  thought         3  without 

9  there  it         i  there  ought         3  there  would,  there  had 

2  on  the  other  hand         i  on  either  hand,  there  ought  not         3  there 

i  would  not,  there  had  not 

\  Th,  them,  think,  though,  they,  thousand         i  thee,  thy        3  thank 

> — •  they  came         i  thick 

they  will         i  withal 

C  then         i  within,  thine         3  than 

(,  this,  those         i  these,  thyself        3  thus 

U  thenceforth 

(  this  is,  themselves 

^  thereto         i  thereof 

1   a  Throne  of  Grace 

^  thereafter 

0  therefore 

2_^,  therein 

^^  thereinto 

D  thereown        i  thereon        3  through  one 

C  saith         i  is  thy         3  as  though,  as  thy,  south 

^)  is  their  own         3  southern 

1  the  other         i  thither 


112  PRACTICAL  PHONOGRAPHY. 

)  establish-ed-ment,  seventy         i  astonish-ed-ment 

V^*"  astronomical 

)  has  had         3  used 

i)  seventeen 

)  S,  so,  say,  saw,  seven         i  C,  see         3  us,  use 

*-v        soever 

V 

/  seven  thousand 

'  seven  million 

O       saying         i  seeing 

cessation         i  secession         3  association 

seven  hundred 

yesterday         i  oyster 


/ 
J 


astern         i  eastern 


j          shalt,  shall  it     i  wished,  wish  it,  she  ought     3  she  had,  she  would 
_?          short         3  measured,  assured 

J        Sh,  Zh,  shall,  show,  usual-ly         i  wish,  she         3  issue 
J)        pleasure,  sure  ly         i  wisher         3  measure,  assure 
shone,  shown         i  shine         3  shun 


shall  thr         i  wish  thr 

sure  thr        3  assure  thr,  measure  thr 

late,  will  it         i  let,  light,  little 

Lord 

altitudes 

alternate-ing 


(*     \    landscape 

C      S  wilt         i  wild,  wield 

C          were  lent         i  we  will  not 

f         L,  law,  will,  million         i  ill         3  whole,  allow 

libation 

lad,  old         i  lead,  led         3  loud,  lewd 

legislature 
r  liquidation 

(      )  legacy 

will  have         3  love-d 


PRACTICAL   PHONOGRAPHY. 

C--^,  lymphatic 

(^  languish 

(^  eleven,  loan,  learn,  alone         i  line 

f^~  lenient 

\*  revelation         3  revolution 

f*  loss,  laws         i  ills,  less         3  allows,  lose 

/    \  literal  sense  of  prophecy 


lower  extremities 

f        well         i  while,  we  will         3  wool 
welcome 


/*=•  were  last         i  whilst 

£~  as  well,  sale,  soul         i  is  well,  seal         3  salvation 

/**  salvation  of  the  soul 

(f~  still,  stole,  stale         i  style,  steal         3  stool 

/  latter,  letter         i  loiter,  lighter 

met,  make  it         I  might,  meet,  meeting 
made,  mad         i  immediate-ly         3  mood 
^\_     rnay  it  please  the  court 

\«,   may  it  please  your  honor 

^          may  not       i  mind,  mend       3  am  not,  mount,  amount,  movement 
^          we  met         i  we  meet,  we  might 

mortuary         3  humored 

mortgage 

we  may  not         i  we  meant 
morality         i  immorality 
multiform 

as  made,  has  made         i  seemed,  is  made         3  consumed 

M,  him,  may,  make         i  me,  my         3  am,  home 

magazine 

misrepresented 

emissary         i  misery         3  misrule 

macrocosm         i  microcosm         3  human  character 

memoranda         i  minimum         3  memorandum 

moment-ary,  momentum         3  human  rnind 

man         i  men,  mean,  mine         3  human,  moon 

minute 

motion         i  mission 

himself,  makes,  maze         i  myself        3  homes,  amaze,  amuse 

mistrust 

misfortune 


114  PRACTICAL   PHONOGRAPHY. 

/^  muscle         i  missle         3  human  soul 

s~f~s^  misdemeanor 

e~^  we  may,  with  him         i  with  me,  with  my 

i-N  more         i  Mr.,    mere,    mercy,    remark-ed-able-ably          3  humor 

<r->  woman         i  women,  we  mean 

<5~^  same,  some         i  seem,  similar-ity         3  consume 

rf"^  some  how  or  other 

0-J  some  one 

^ %  matter,  mother,  may  thr         i  metre,  mitre 

<r~— --  murder-ed 

<f — -s  some  other,  smother         3  smoother 

<r      ^>  some  other  one 

i  impugned 

-• — -  Mb,  Mp,  may  be,  improve-d-ment         i  important 

^^—  humbug 

""*— - °  ambiguous 

*~^~^  empyric 

^^         ambition 

impose         i  impossible 
embezzle         i  imbecile 
imposed 
imposter 

as  may  be,  somebody         i  simple,  simply-fy-ied 

note,  nature,  ninety         i  not,  night,  in  it 

hand,  owned,  under         i  need         3  hundred 

notwithstanding 

wont         i  went         3  wound 

mannered         3  honored 

on  the  one  hand 

as  not,  has  not         i   is  not,  sent 

send         i  signed,  sinned         3  sound 

N,  no,  know,  own,  nine         i  in,  any,  never 

nobody         i  anybody 

neighborhood 

into         3  unto 

notary 

in  the  discretion  of  the  court 

nondescript 

New  Jerusalem 

never  can         i  uncommon 

nine  thousand 
never  shall 
nine  million 

in  the  United  States  Patent  Office 

'known,  none         i  opinion         3  union 
nation,  notion         i  information 


PRACTICAL   PHONOGRAPHY.  115 

—  s>  ,        knows,  know  his,  commence    •     i  influence,  owns,  in  his         3  news 

unselfish 

nine  hundred,  United  States         i  necessary 
<^s         manner,  owner         i  near,  nor,   n  our         3  honor 
^          as  no,  has  no         i  seen,  sin,  sign,  is  in         3  soon 
o_?          as  known,  has  none         i  is  known         3  soon  one 
Q—  *~^1      synomym 

synomymous 

v,  _  x     no  other         i  entire-ly,  neither,  in  thr         3  another 
^  _  J     no  other  one         i  in  thr  own         3  another  one 

*  ---  x    wonder-ful         i  winter 

*  __  s     centre         i  is  in  thr         3  soon  thr 

>^  Ng,  language         i  thing,  England,  English,  long         3  young 

*>~s  song,  sang         i  sing,  singular-ly,  singularity 

v^*""     anger,  angry         i  longer         3  hunger,  hungry 

c  Z 

o  as,  has,  cipher         i  is,  his         3  was 

O  as  has,  as  is,  hundred         i  is  his,  is  as         3  was  as 

*  as  it,  has  it,         i  first,  is  it         3  was  it 

c  W,  one,  were,  way,  weigh         i  we,  with         3  would,  away 

c.  weather 


} 

\ 

Wh,  where 
whereto 
whereupon 

i  why         3  whei 
i  whereof 

^ 

wherever 

i_^ 

wherein 

i  whereon 

*1 

whereinto 
whereas 

3  whereunto 

2j 

whether 
whether  thr 

i  why  thr 

ro 
<-> 

^^ 

Y,  you,  yours         i  ye,  year 
you  let         i  yield-ed 
yourself 
yourselves 
U,  you,  your         i  yet         3  yes 
usury         3  yes  sir 

^ 

E 

o/ 

ease 

1 

easy 
I,  to,  the 
to  have 

i  of,  he         3  aye 

^ 

to  what 

i  of  what 

X) 

to  us         i 

eyes 

«: 

to  all         i 
to  our         i 

of  all 
of  our 

3  beyond 


to  our  own         i  of  our  own 

to  ours         i  of  ours 

to  ourselves         i  of  ourselves 


Il6  .      PRACTICAL   PHONOGRAPHY. 

v  Oi,  two         i  all         3  too 

two  thousand 
*/~         Wo  million 
<o  two  for         i  all  of,  all  have 

^  two  than         i  all  would 

^>  ty.ro  hundred 

i  A,  an,  and         i  or         3  but 

t  and  if,  and  of,  and  for,    and  have         i  or  if,  or  of,  or  for,  or  have 

3  but  if,  but  of,  but  for,  but  have 

3  and  are  not         3  but  are  not 

i  O,  oh,  owe,  owing         i  already         3  before 

/  H,  the,  should         i  on,  he         3  how 

/\.  onto 

hateful- ly 

j,  heart,  hard         i  heard 

hardened 
hereafter 
harlequin 

hold 

holy 

holier 

holiest 

should  all         i  on  all 

should  our         i  on  our 

4  hose         i  hiss        3  house,  whose 
J  hesitation 

+  Oo,  who,         i  ought         3  whom 

*>  who  will 

7  who  are 

f  who  have,  who  of,  whoever         i  ought  to  have 

&,  a,  an,  and 

J  and  if,  and  of,  and  for,  and  have 

~>  and  where         i  and  what 

*•  and  are,  and  our 

™  and  our  own 

Ow 


FINIS. 


HAVEN'S 

PRACTICAL  PHONOGRAPHY. 


THE  STANDARD 


—FOR — 


— AND   THE — 

ONLY  MODERN  METHOD  OF  SHORT-HAND  WRITING  EXTANT. 


ENDORSED  BY  THE  LEGAL  FRATERNITY,  COLLEGE 

FACULTIES,  THE  PRESS,  AND  THE 

PROFESSION, 

As  the  best  adapted  for  all  purposes  to  which  shorthand  is  applied. 


IT  is  NOT  A  NEW  AND  UNTRIED  SYSTEM; 

IT  is  NOT  AN  ICONOCLASTIC  SYSTEM  ; 

NOR  is  IT  THE  WORK  OF  A  THEORIST. 


Its  author  (Mr.  Curtis  Haven,  a  Philadelphia  journalist]  has  had  over  eight  years' 
experience  as  an  instructor  in  the  art,  and  has,  for  a  much  longer  time,  been  profes- 
sionally engaged  in  using  the  art  in  all  its  branches — as  an  amanuensis,  court  and 
newspaper  reporter— in  the  two  last  named  having  done  some  of  the  most  important  and 
difficult  work  known  to  tlie  profession.  His  text-book,  therefore,  is  a  presentation  of 
phonography  as  it  is  used  professionally  to-day,  arranged  in  a  novel  and  exceedingly 
simplified  course  of  lessons,  especially  adapted  for  home-instruction  and  within  the  com- 
prehension of  most  children.  Expurgating  all  the  old-fogy  and  obsolete  notions  still 
held  on  to  by  all  other  text-books,  and  their  great  detriment  as  ^elf-instructors,  HAVEN'S 
PRACTICAL,  PHONOGRAPHY  presents  nothing  unpractical;  teaches  only  one  form  for  all 
writing;  possesses  therefore  no  arbitrary  methods;  gives  students  nothing  in  one  lesson 
which  is  to  be  unlearned  in  another,  as  ;>11  other  phonographic  text-books  do;  and  con- 
tains, in  addition,  all  the  secrets  of  the  profession,  published  in  no  other  text-book  ;  to- 
gether with  all  the  valuable  discoveries  down  to  date  of  publication;  and  the  author's 
own  copyrighted  improvements,  which  no  other  publisher  dare  print. 


PRICE,  TWO  DOLLARS. 

SENT  FREE  OF  POSTAGE  TO  ANY  PART  OF  THE  WORLD 
ON  RECEIPT  OF  ABOVE  AMOUNT. 


Address, 

poi^ 

SOLE  AGENTS, 


p*ft/. 

1322  Chestnut  St. 


ALL  SHORT-HAND  STUDENTS 

SHOULD   SUBSCRIBE 

To  THE  MODERN  REPORTER,  the  organ  of  the  profession.  It  contains,  in  each  issue,  a 
large  amount  of  engraved  short-hand  reading  upon  miscellaneous  subjects,  thus  giving  an  ex- 
tended range  of  both  reading  and  writing  practice.  To  students  desiring  to  acquire  facility 
of  phonographic  word  and  phrase  formation  in  the  shortest  possible  time,  no  surer  way  is 
open  to  them.  In  addition  to  this  important  consideration,  each  issue  contains  over  eight 
large  pages  of  news  relating  to  the  journalistic,  phonographic  and  type  writing  professions. 

"  Worth  ten  dollars  a  year  to  any  member  of  the  professions  it  represents." — Richmond 
( Fa.)  Commercial. 

"  Handsomely  gotten  up  and  containing  all  the  news  of  its  constituency,  it  well  merits 
the  very  nattering  recognition  it  has  achieved." — Evening  News,  Philadelphia,  Pa. 

"  Its  subscription  is  very  low  for  a  paper  containing  so  much  fine  engraving." — Hudson 
Co.  (N.  J.)  Ledger. 


THE  MODERN  REPORTER 


AN    INDEPENDENT    AND    PROGRESSIVE 

JOURNAL  OF  PRACTICAL  PHONOGRAPHY  &  TYPE- WRITING 

FOR  LEARNERS,  ADVANCED   STUDENTS 

— AND — 

THE   PROFESSION  THE   WORLD   OVER. 


ISSUED 


SUBSCRIPTION  PRICE,  for  the  United  States  and  Canada,  Two  Dollars  a  Yer.r  in  ad- 
vance, Postage  Free.  In  Clubs  of  Six  Names,  Ten  Dollars.  Single  Copies,  Twenty-five 
cents  each.  In  Great  Britain  and  Provinces,  Eight  Shillings  a  year  in  advance ;  Single 
Copies,  a  Shilling  each. 

ADVERTISEMENTS  of  an  unobjectionable  character  inserted  in  accordance  with  terms 
immediately  preceding  advertisements  of  this  issue. 

CORRESPONDENCE  solicited  upon  all  subjects  cf  an  educational  or  progressive  nature 
pertinent  to  the  occupation  or  welfare  of  the  profession  we  represent. 

PERSONAL  AND  OTHER  NEWS  ITEMS  concerning  students  and  the  fraternity  are  particu- 
larly desired,  providing  the  senders  will,  at  the  same  time,  furnish  their  own  name  and 
address  for  private  reference. 

CURTIS  HAVEN,  Editor  and  Proprietor, 

225  S.  Ninth  St,  Philadelphia,  Pa. 

BENJAMIN  M.  JAGOE,  .  .  .  BUSINESS  MANAGER. 


1322  Chestnut  St 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


* 


Form  L9-10m-3,'48(A7920) 444 


